An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative Á an inquiry-based learning lesson on healthy eating aimed at secondary-school students Á from different perspectives, in a manner inspired by the plot structure of Kurosawa's film ''Rashomon''. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products' output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.

Abstract:Effective collaborative creativity is crucial to contemporary professionals who have to continuously produce innovative products and services. The technological nature and complexity of the innovations require team work, among specialists from different disciplines. Often these teams work in a distributed fashion, across boundaries of time and place. Therefore, they need electronic 'spaces' that support ('afford') their creative collaboration. Co-creativity support is not only a matter of making appropriate groupware spaces available but also of providing concurrent support in all these dimensions. These considerations inspired the development of the idSpace platform. idSpace is a collaboration platform integrating a variety of creativity tools with pedagogy-based guidance. It aims to optimise both the use of creativity techniques themselves and of the supporting processes of team collaboration and knowledge creation. In this paper, we zoom in on knowledge-sharing strategies for collaborative creativity (KS4CC). We show how collaborative creativity can be enhanced via integration of pattern-based pedagogical flow support, including suggestions of optimal use of creativity techniques. The KS4CC strategies consist of a merger of learning and collaboration flow patterns with support for the application of creative techniques.

This paper proposes a novel scheme that exploits the Inter Access Point Protocol (IAPP), currently standardized by IEEE, in order to expedite the RSVP path re-establishment that takes place after a handover from one WLAN Access Point (AP) to another. The prime characteristic of this scheme is that a WLAN AP serves as an RSVP proxy and starts RSVP signaling on behalf of the Mobile Node much earlier compared with the standard RSVP operation in a WLAN. Therefore, a considerable handover latency reduction can be achieved, which can be as high as 20%. To evaluate the performance and the benefits of the proposed scheme, we display and discuss a series of simulation results. In addition, we present in detail its operation and we discuss the RSVP objects that should be transferred across APs through IAPP. In this context, we also explain the structure of the proposed RSVP Information Elements. Our simulation results show considerable performance improvement, especially in heavy traffic load conditions. Note that the proposed scheme can work with the standard RSVP protocol, as well as with partial path re-establishment methods and can be combined with advanced admission control algorithms in the AP.

Various learning strategies have been widely used in the Computer-Supported Collaborative Learning (CSCL) script design practice. For this reason strategies have been documented in a designer friendly way as collaborative flow design patterns (CLFP). A CLFP defines the sequence of the tasks that the strategy dictates as well as other elements needed for the various tasks, such as the duration of a task, the use of a particular tool for a given task and so on. Designers often face the difficulty of mixing and matching strategies in order to create personalized scripts that are more appropriate to the learners' preferences, knowledge level, needs and the learning context in general. Designers need to make configurations of a "traditional" CLFP in order to balance a variety of organizational, administrative, instructional and technological components. This task is even more challenging when such configurations need to be made on-the-fly, i.e. during the learning process and in response to the learner' actions and history of interaction. The aim of this paper is to discuss how the learners' interaction data that is collected during the CSCL process and analysed using interaction analysis indicators can be used to make valuable alternatives of a CSCL script depending on learning conditions. The design challenge is to automate as much as possible this configuration process in order to help practitioners easily proceed in making these configurations easily and quickly.