Dr. Slavisa Radović
Photo: Privat
Dr. Slavisa Radović
Research assistant in project APLE II
Email: slavisa.radovic
Universitätsstr. 27 – PRG / Building 5
Room A 116 (1st floor)
58097 Hagen
What is my role within CATALPA?
As educational scientist I conduct research within Adaptive Personalized Learning Environments (APLE II) focusing on different aspects of newly emerging technologies used in education for supporting students reflection and self-regulation during learning.
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- Research associate within Adaptive Personalized Learning Environments (APLE II) of the Research Center „Center of Advanced Technology Assisted Learning and Predictive Analytics“ (CATALPA) FernUniversität since March 2022.
- PhD at Open University of the Netherlands (Faculty of Educational Sciences). Doctoral thesis: Improving experiential learning environments in higher education: more authentic, reflective and collaborative (mARC) instructional design (2018-2022).
- Granted fellowships and research visits to Faculty of Teaching and Education at University of Aix–Marseille (2017), School of Education at University of Ioannina (2015 – 2016); Faculty of Science at Vrije Universiteit (2014 – 2015); England – Research visit to the Centre for Technology Enhanced Learning at Department of Educational Research at Lancaster University (2014).
- Research associate within project Final exam – a platform for equal involvement of students in the educational process (2014 – 2015); eZbirka platform for increased lecture efficiency (2013 – 2014) of Society of Mathematics, Republuc of Serbia.
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- Educational Theory
- Educational Technology
- Pedagogy and Education
- Professional Development
- Technology Enhanced Learning
- Self-Regulated learning
- Academic Development
- Experiential Learning
- Instructional Design
- Authentic Learning
- Reflection
- Collaboration
- Online and Distance Education
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- APLE II
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2024
Journals
- Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning. Computers & Education, 215, 105041. https://doi.org/https://doi.org/10.1016/j.compedu.2024.105041
Talks and Poster Presentations
- Radović, S., & Seidel, N. (2024). Bridging learning science and learning analytics: Self-regulation learning support (SRL-s) rubric [Paper Presentation]. International conference on learning analytics & knowledge (LAK24), Japan.
Data Sets
- Radović, S., & Seidel, N. (2024). A Rubric for Support of Self-Regulated Learning [dataset]. https://doi.org/10.17605/OSF.IO/WF5S3
Software
- Seidel, N., & Radović, S. (2024). SERIAL2 - A course format plugin supporting self-regulated learning in Moodle [Computer software]. https://doi.org/10.17605/OSF.IO/Y86ZM
2023
Journals
- Radović, S. (2023). Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities. Journal of Computers in Education, 1–20. https://doi.org/10.1007/s40692-023-00277-9
- Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2023). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 1–13. https://doi.org/10.1111/jcal.12907
Talks and Poster Presentations
- Radović, S., & Seidel, N. (2023, November 1–5). Evaluating and assessing distance education learners: Developing a comprehensive learner model [Paper Presentation]. AEA 2023 AEA-europe annual conference, Malta.
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- Radović, S. (2022). Instructional design according to the mARC model: Guidelines on how to stimulate more experiential learning in higher education (PhD thesis). Open Universiteit.
- Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2022). The case of socially constructed knowledge through online collaborative reflection. Studies in Continuing Education, DOI: 10.1080/0158037X.2022.2029389
- Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). The Challenge of “More” Experiential Learning in Master of Education: Systematic Literature Review. International Journal of Lifelong Education, 40(5-6), 545-560.
- Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). Design–based research with mARC ID model: Designing experiential learning environments. Learning Environments Research, 1–20, DOI: 10.1007/s10984-021-09394-7.
- Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines. Teaching in Higher Education, 1–19,DOI: 10.1080/13562517.2021.1872527.
- Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2021). Improving academic performance: strengthening the relation between theory and practice through prompted reflection. Active learning in Higher Education, 1–15, DOI: 10.1177/14697874211014411.
- Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen. M. (2021). Strengthening the ties between theory and practice in higher education: An investigation into different levels of authenticity and processes of re– and de–contextualisation. Studies in Higher Education, 46(12), 2710–2725.
- Kaplar, M., Radović, S., Veljković, K., Simić–Muller, K., & Marić, M. (2021). Influence of interactive learning materials on solving tasks that require different types of mathematical reasoning. International Journal of Science and Mathematics Education, 1–23, DOI: 10.1007/s10763–021–10151–8.
- Stevanović, A., Bozic, R. & Radović, S. (2021). Higher education students' experiences and opinion about distance learning during the Covid19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682–1693.
- Radović, S., Radojičić, M., Veljković, K., & Marić, M. (2020). Examining the effects of Geogebra applets on mathematics learning using interactive mathematics textbook. Interactive Learning Environments, 28(1), 32–49.
- Radović, S., Marić, M. & Passey, D. (2019). Technology enhancing mathematics learning behaviours: Shifting learning goals from “producing the right answer” to “understanding how to address current and future mathematical challenges”. Education and Information Technologies, 24(1), 103–126.
- Svetlik, M., Radojičić, M., Radović, S., & Simić–Muller, K. (2018). Justifying Euler’s formula through motion in a plane. The Mathematics Enthusiast, 15(3), 397–406.
- Radović, S., & Passey, D. (2016). Digital Resource Developments for Mathematics Education involving Homework across Formal, Non–formal and Informal Settings. Curriculum Journal, 27(4), 538–559.
- Radović, S., & Passey, D. (2014). Mathematics, technology and homework for 11–14 year old pupils: comparing developments in formal–informal practice in Serbia and the UK (England). (pp. 1–29). Lancaster University.
- Radović, S., Stevanović A., Radojičić M., Marić M. (2013). Interactive presentation of the area of geometry figures applying the program package GeoGebra. Inovacije u nastavi, 26(3), 135–145.
- Radović, S. (2013). Teaching Materials “Surface Area of Geometric Figures”. European Journal of Contemporary Education, 4(2), 72–80.
- Radović, S. (2011). An Innovative Approach in Teaching Mathematics in Elementary and High Schools by Using the Software Package GeoGebra. Mathematica Balkanica, 25(5), 527–543.
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Research Center CATALPA
| 22.04.2024