Sahana Murthy
Biographic Data
| ID | 8989112 |
|---|---|
| NAME | Sahana Murthy |
| GIVEN NAMES | Sahana |
| FAMILY NAME | Murthy |
| SIGNATURE | MURTHY S |
| AFFILIATIONS | Indian Institute of Technology Bombay |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Shaping the Discourse around Quality EdTech in India
This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate …
GeoSolvAR
Spatial perspective‐taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), GeoSolvAR , on middle‐school students' SPT ability. We conducted a sequential explanatory mixed‐method study with 90 students to t…
Is My Mooc Learner-Centric? A Framework for Formative Evaluation of Mooc Pedagogy
MOOCs popularly support the diverse learning needs of participants across the globe. However, literature suggests well-known scepticism regarding MOOC pedagogy which questions the effectiveness of the educational experience offered by it. One way to ensure the quality of MOOCs is through systematic evaluation of its pedagogy with the goal to improve over time. Most existing MOOCs’ quality evaluation methods do not account for the increasing signi…
Learner-centric Mooc model
CuVIS
Instructors face difficulty in creating student-centred, customized learning designs (LDs) for teaching with information and communication technology (ICT) tools such as visualizations (animations, simulations or videos). This problem is compounded for tertiary-level instructors teaching in instructor-mediated classrooms. In such classrooms, common in many parts of the developing world, students may not have 1:1 access with the visualization and …
No prominent works on this page.
CuVIS
Instructors face difficulty in creating student-centred, customized learning designs (LDs) for teaching with information and communication technology (ICT) tools such as visualizations (animations, simulations or videos). This problem is compounded for tertiary-level instructors teaching in instructor-mediated classrooms. In such classrooms, common in many parts of the developing world, students may not have 1:1 access with the visualization and …
Learner-centric Mooc model
Is My Mooc Learner-Centric? A Framework for Formative Evaluation of Mooc Pedagogy
MOOCs popularly support the diverse learning needs of participants across the globe. However, literature suggests well-known scepticism regarding MOOC pedagogy which questions the effectiveness of the educational experience offered by it. One way to ensure the quality of MOOCs is through systematic evaluation of its pedagogy with the goal to improve over time. Most existing MOOCs’ quality evaluation methods do not account for the increasing signi…
Shaping the Discourse around Quality EdTech in India
This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate …
GeoSolvAR
Spatial perspective‐taking (SPT) ability positively influences performance in STEM fields. While limited research studies have been done with school students, they have yielded inconclusive findings and, hence, here we report findings from our study with an augmented reality (AR) enhanced learning environment (ARELE), GeoSolvAR , on middle‐school students' SPT ability. We conducted a sequential explanatory mixed‐method study with 90 students to t…
Computer Science (5 works) · Mathematics education (4 works) · Online and Blended Learning (4 works) · Psychology (4 works) · Human–computer interaction (3 works) · Instructional design (3 works) · Online Learning and Analytics (3 works) · Educational technology (2 works) · Knowledge management (2 works) · Massive open online course (2 works)