Stella Lee

Athabasca University, School of Computer Science and Information Systems, Post-Doc

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I am currently a Post Doc Researcher with the iCore Lab, School of Computer Science and Information Systems (SCIS) at Athabasca University in Canada. My research interests include adaptive learning, learning analytics, learning theories, interaction design, and HCI. I have worked and live in five different countries and continue to travel to present my research and collaborate with others from around the world.
Supervisors: Dr. Vive Kumar and Dr. Kinsuk
Address: twitter: @stellal

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Jenny Preece, Yvonne Rogers, and Helen Sharp (Eds.): <I>Interaction Design: Beyond Human-Computer Interaction</I>

Information Design Journal, 2005

PhD Thesis: Design of a Learner-Directed E-Learning Model

Models of E-Learning: The Development of a Learner-Directed Adaptive E- Learning System

In many e-learning contexts, materials are designed to be self-paced, with the content being avai... more In many e-learning contexts, materials are designed to be self-paced, with the content being available anytime, anywhere for learners to study independently. Commonly, without the presence and immediate feedback of an instructor, distance learners are left to their own devices to negotiate their learning path and to monitor their own progress. Furthermore, learning a complex topic structured in terms of various media and learning materials requires learners to make certain instructional decisions concerning what to learn and how to go about their learning. In other words, self-paced learning requires learners to self-regulate their own learning . Very often, learners have difficulty regulating learning in higher education when topics are complex and unfamiliar and it is not always clear to the learners if their instructional decisions are optimal. Research into adaptive e-learning systems has attempted to facilitate this process by providing recommendations, classifying learners into different preferred learning styles, or highlighting suggested learning paths .The aim of this research is to explore how learners can self-directed and self-regulate their online learning both in terms of domain knowledge and meta knowledge in the subject of computer science with a flexible and adaptive e-learning system. Two educational theories: experiential learning theory (ELT) and selfregulated learning (SRL) theory are used to aid learners' in their learning paths. As a result, changes in domain-knowledge, meta-knowledge, learner experience, learner satisfaction, perceived controllability, and system usability are being measured. All in all, this paper sums up the research work being done on the initial development of the system, instructional design framework based on the two theories, experimental design plan and course material examples as well as related issues.

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Learning Preferences and Self-Regulation – Design of a Learner-Directed E-Learning Model

Software Engineering, Business Continuity, and Education, 2011

In e-learning, questions concerned how one can create course material that motivate and support s... more In e-learning, questions concerned how one can create course material that motivate and support students in guiding their own learning have attracted an increasing number of research interests ranging from adaptive learning systems design to personal learning environments and learning styles/preferences theories. The main challenge of learning online remains how learners can accurately direct and regulate their own learning without the presence of tutors to provide instant feedback. Furthermore, learning a complex topic structured in various media and modes of delivery require learners to make certain instructional decisions concerning what to learn and how to go about their learning. In other words, learning requires learners to self-regulate their own learning[1]. Very often, learners have difficulty self-directing when topics are complex and unfamiliar. It is not always clear to the learners if their instructional decisions are optimal.[2] Research into adaptive e-learning systems has attempted to facilitate this process by providing recommendations, classifying learners into different preferred learning styles, or highlighting suggested learning paths[3]. However, system-initiated learning aid is just one way of supporting learners; a more holistic approach, we would argue, is to provide a simple, all-in-one interface that has a mix of delivery modes and self-regulation learning activities embedded in order to help individuals learn how to improve their learning process. The aim of this research is to explore how learners can self-direct and self-regulate their online learning both in terms of domain knowledge and meta knowledge in the subject of computer science. Two educational theories: experiential learning theory (ELT) and self-regulated learning (SRL) theory are used as the underpinning instructional design principle. To assess the usefulness of this approach, we plan to measure: changes in domain-knowledge; changes in meta-knowledge; learner satisfaction; perceived controllability; and system usability. In sum, this paper describes the research work being done on the initial development of the e-learning model, instructional design framework, research design as well as issues relating to the implementation of such approach.

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Open Instructional Design

Without prudent application of instructional design, the process of learning simply boils down to... more Without prudent application of instructional design, the process of learning simply boils down to an optimistic experimentation rather than an enlightened guidance. Predominantly, learners are not exposed to the instructional design process that the instructor followed to rationalize the resultant pedagogy. In fact, learners are led to believe that learning is a by-product of effective exposure to instructional material and instructional activities. We challenge the utility and sustainability of such a belief and advance that learners be allowed to inspect the instructional design processes adapted by the course designer and the chosen instructional design product, and use them as a guideline for a better understanding of their learning. First, we discuss arguments in favour of opening up the instructional design process to learners and outline results obtained from a study that allowed learners to investigate the theory of self-regulated learning as the underlying instructional design. Second, we present a consultative process that engages learners and instructors to collaborate in the construction of the instructional design.

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Approaches to Student Modeling in the Context of e-Learning 2.0

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Design of an adaptive learner directed model for e-learning

ascilite.org.au

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Design of a Self-Directed Learner Model - An initial framework

This research examines how and to what extent an adaptive system can aid learners to be effective... more This research examines how and to what extent an adaptive system can aid learners to be effectively self-directed and self-regulated for online studies both at domain knowledge level and meta knowledge level in the discipline of computer science. Two learning theories - experiential learning theory(ELT) and self-regulated learning theory (SRL) - act as an interlaced framework underpinning the adaptive model.

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Rapid Instructional Design: Increasing Educator Capacity for Developing E-learning Solutions

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The development and testing of a video system for online authentication of assessment.

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Incorporating Students on Placement to Develop User-Centered E-learning Material

Giving Learners Control through Interaction Design

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Comparison of Case Studies in Managing E-Learning Programs

Abstract This chapter will focus on two cross-cultural case studies on the development and implem... more Abstract This chapter will focus on two cross-cultural case studies on the development and implementation of e-learning programs between two universities in Croatia and in the United Kingdom (UK). The authors will compare the implementation and the development of two degree level programs: The Graphic Arts program at the University of Zagreb, Croatia and the Criminal Justice program at the University of Hertfordshire, UK, and highlight some of the common issues the two universities encountered. Furthermore, this chapter will discuss ...

Chapter XLIX Comparison of Case Studies in Managing E-Learning Programs

… of research on …, Jan 1, 2008

Talks by Stella Lee

Introduction to UX for Developers and Programmers

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Design and application of social media in higher education and workplace learning

Social media such as Twitter, Facebook, Yammer, and YouTube are finding their ways into the class... more Social media such as Twitter, Facebook, Yammer, and YouTube are finding their ways into the classrooms and work-placed learning. This talk will examine some of the issues concerning the role of social media, share some of the examples and best practices on how to design and integrated social media in higher education as well as global corporation environments.

Design Is the New Black: How to integrate thoughtful learning design in social media for higher education and beyond

Social media such as Twitter, Facebook, Yammer, and YouTube are finding their way into the classr... more Social media such as Twitter, Facebook, Yammer, and YouTube are finding their way into the classrooms and work-placed learning. People use these tools to communicate, collaborate, share and create. Thus far, much of the knowledge sharing and creation is being done on an ad-hoc basis, and detached from integrating social media into a larger pedagogical framework of organizational learning, both formally and informally. What does it mean to use social media for professional development? More importantly, how do we design meaningful learning environments to ensure a positive learning experience? This seminar will examine some of the issues concerning the role of social media, and share some examples and best practices on how to design and integrate social media into higher education. Examples will also include the impact of social media on global corporate environments which have relevance for graduates.

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Repurposing Content for Online Learning: A Case Study of the Canadian University

Rapid Instructional Design: Increasing Educator Capacity for Developing eLearning Solutions

Library As An Advocate of Mobile Learning: the Athabasca University Experience

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