Visualisation has proven benefits in supporting knowledge transfer. Furthermore, it can enable learners to become co-creators rather than only consumers of knowledge. Technological advancements have made visualisation more accessible as a mechanism to improve teaching and learning but theorisation and best practices are lacking. This study aims to investigate the usefulness of knowledge visualisation principles for improving knowledge presentation and demonstrating knowledge transfer by high school learners. A design-based research methodology is applied which required the creation and evaluation of guidelines (artefacts) in order to assess the effects of knowledge visualisation principles while visualising. The results indicate that some of the knowledge visualisation principles extracted from literature could improve knowledge transfer in secondary school education. The contribution of this paper is to propose a set of validated knowledge visualisation guidelines towards the theory and practice of using knowledge visualisation in teaching and learning.
To allow access to educational information for all people, including those with disabilities, the Internet and websites should be accessible and usable. Websites should provide timely and precise information effectively, efficiently and satisfactorily. Accessible and usable websites will create the necessary platforms for students to learn at open distance e-learning (ODeL) institutions without hindrances. Academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, are difficult to perform at an open distance learning institution without the use of computers and the Internet. This article investigates and reports on usability principles not satisfied based on time taken by students with disabilities to complete certain tasks, using the University of South Africa (Unisa) website and myUnisa, its e-learning website. The findings of the study indicate that not all usability principles for participants or students with disabilities are satisfied by this institution's e-learning websites. The study confirms that welldeveloped e-learning platforms must guarantee efficient, effective and satisfactory use by all students, including those with disabilities. The study suggests that it is important for all the relevant stakeholders to be involved in the development of websites to ensure that accessibility and usability are properly adhered to. The aim is to reduce digital and social divides and the marginalisation of students, specifically when the target user groups have disabilities or limited capabilities.
There is growing evidence that visualization aids knowledge transfer. However, the cases where learners have been actively involved as cocreators of knowledge visualization aids are limited. Furthermore, employing knowledge visualization for teaching and learning in high-school science have been proposed but empirical evidence of the effect on knowledge transfer is limited. The purpose of this study is to report on the knowledge transfer effect of applying usability-based knowledge visualization guidelines. A design-based research methodology guided by pragmatism was applied. The data capturing methods include a questionnaire-based survey, interviews and observations. The results suggest that the use of knowledge visualization can support knowledge transfer and the students' learning experience in secondary school education, but more research is required to confirm this. The contribution of this paper is to add to the emerging discourse on the use of knowledge visualization for teaching and learning, and to report on how knowledge visualization guidelines can be used in practice.
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