Slavisa Radovic

Foto: Privat

Slavisa Radovic, PhD

wissenschaftlicher Mitarbeiter im Projekt APLE II

E-Mail: slavisa.radovic

Universitätsstraße 11 – IZ / Gebäude 3
Raum 2G 13 / 2. OG
58097 Hagen

• Meine Kurzvita

  • Wissenschaftlicher Mitarbeiter des Forschungsschwerpunktes „Center of Advanced Technology for Assisted Learning and Predictive Analytics“ (CATALPA) der FernUniversität in Hagen seit März 2022
  • PhD an der 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).
  • Wissenschaftlicher Mitarbeiter im Projekt 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.

• Meine Forschungsinteressen

  • 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

• Meine Projekte in CATALPA

  • APLE II

• Meine Publikationen

  • 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.