Type of publicationArticle ( aa Regional Government Piemonte, Turin, Italy, paolaobbia@gmail.com. Conflict of interest:None an up-to-date overview of the current status of A3 activities.

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Abstract. We illustrate a pedagogical metadata model (IMATI-ITD pedagogical metadata model) that captures didactic features of LOs according to the view of the education world. This model allows to describe a variety of contexts and can be effectively instantiated in many specific educational situations, thus combining generality with flexibility features.

Distance and blended collaborative learning settings are usually characterized by different social structures defined in terms of groups' number, dimension, and composition; these structures are variable and can change within the same activity. This variability poses additional complexity to instructional designers, when they are trying to develop successful experiences from existing designs. This complexity is greatly associated with the fact that learning designs do not render explicit how social structures influenced the decisions of the original designer, and thus whether the social structures of the new setting could preclude the effectiveness of the reused design. This article proposes the usage of new representations (social structure representations, SSRs) able to support unskilled designers in reusing existing learning designs, through the explicit characterization of the social structures and constraints embedded either by the original designers or the reusing teachers, according to well-known principles of good collaborative learning practice. The article also describes an evaluation process that involved university professors, as well as the main findings derived from it. This process supported the initial assumptions about the effectiveness of SSRs, with significant evidence from both qualitative and qualitative data.

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