A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario

Abstract

<p class="3">This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and technology-enhanced model that takes shape in a set of design principles. The research had two main objectives. Firstly, to identify the moments of change that occur during the co-design process and secondly, to describe the causes and agents that motivate them. This study applied design-based research methodology and used a qualitative approach to collect, analyse, and interpret data. The results show that the co-design methodology led to moderate changes consisting of the progressive construction and refinement of the activities, seeking a sense of continuum throughout by including students’ collaboration. The findings also reveal the main role of each of the actors involved. Thus, the teacher focused on basic instructional design related aspects while students focused on improving the use of resources and learning aids. Researchers helped them to embody and achieve the proposed changes and also acted as mediators of pedagogical concepts and vocabulary. CompendiumLD software was a helpful tool to graphically represent and share the prototyping of the activities and to help analyse the design process.</p>

El aprendizaje basado en la investigación en el contexto universitario: una revisión sistemática

“…Of these, 50% were descriptive, 22% were single-case studies, 14% ethnographic, and 14% were interpretative. The main characteristic of the qualitative studies was the time dedicated to the teaching programme or process (Barbera, García, & Fuertes-Alpiste 2017;. For example, the aim of the study by was to investigate the use of IBL at McMaster University (Canada) since 1979; the informants were the teaching staff, administrative staff, and instructors who were interviewed to establish first-hand the experience of adapting IBL.…”

“…El ABI proporciona un amplio andamiaje social y asesoramiento a los estudiantes para gestionar su investigación (Hmelo-Silver, Duncan, y Chinn, 2007); potencia un aprendizaje activo con efectos positivos en los logros y las actitudes de los estudiantes hacia la investigación (Maass y Engeln, 2018); estimula la capacidad de resolver problemas, el pensamiento crítico y la reflexión sobre el aprendizaje (Bruder y Prescott, 2013;Minner, Levy y Century, 2010); fomenta la competencia investigadora y la formación de los estudiantes universitarios, mejorando la calidad de sus aprendizajes y el proceso de colaboración entre iguales (Bevins y Price, 2016); promueve en el alumnado una mayor comprensión de las materias, asumiendo los desafíos que comporta su formación académica Healey y Jenkins, 2009;Hunter, Laursen y Seymour, 2007); incrementa sus habilidades en la redacción de documentos académicos (Justice, Rice y Warry, 2009). y señalan cuatro modalidades de ABI en función del modo de construir el vínculo entre la enseñanza y la investigación: a) Research-led.…”

A systematic literature review of participatory design studies involving teachers

“…The remaining studies in this category considered a variety of topics. Barbera et al (2017) The other studies in this category were about empowering local communities, where teachers were a crucial part, but not the only stakeholders. Booker and Goldman (2016) examined participatory design as a collaborative approach for teachers, families and other stakeholders for tackling maths fears by restoring epistemic authority.…”

Open Education Co-Design as a Participatory Pedagogy in an Online Graduate Program

“…In design research there has been a notable shift from a user-centred approach to a more participatory and co-designed approach where the user is considered a partner and involved in all phases of a generative development (Barbera et al, 2017;Sanders & Stappers, 2008). In a user-centred approach, the user might be invited part way through a project, for example, to conduct usability testing, whereas when using a co-designed approach, the user is a partner and involved in all phases of development (Sanders & Stappers, 2008).…”