A constructionist learning environment for teachers to model learning designs

Laurillard, Diana; Charlton, Patricia; Craft, Brock; Dimakopoulos, Dionisios; Ljubojevic, Dejan; Magoulas, George D.; Masterman, Elizabeth; Pujadas, Roser; Whitley, Edgar A.; Whittlestone, Kim David

doi:10.1111/j.1365-2729.2011.00458.x

Cited by 160 publications

(126 citation statements)

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“…Alguns autores destacam ferramentas baseadas em tecnologia para dar suporte ao processo de design e criação de repositórios online para compartilhamento de exemplos e práticas de learning design (Agostinho, 2011;Conole & Culver, 2009). O LDSE, ferramenta da pesquisa que é objeto deste artigo, foi criado para o desenvolvimento e compartilhamento de learning design entre professores (Laurillard, Charlton, Craft, Dimakopoulos, Ljubojevic, Magoulas, Masterman, Pujadas, Whitley & Whittlestone, 2013).…”

Section: Learning Designunclassified

Learning Design and Technologies: Creating Collaborative Environments for the Learning Process

Assis

Almeida

2017

Revista Psicologia Da Educação

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ResumoNeste artigo, propõe-se o estudo para a criação de ambientes digitais de aprendizagem colaborativos para trocas e compartilhamento de métodos, estratégias e recursos de ensino e aprendizagem, para propiciar a inovação, dentro do conceito de learning design. O termo learning design pode ser utilizado para o processo de criação de um produto -um curso, por exemplo -ou para o resultado na forma de um produto, como o projeto do curso propriamente dito. Trata de um conjunto de atividades de ensino e aprendizagem, considerando-se desde o planejamento até a avaliação. Apresenta-se uma síntese de uma pesquisa realizada no Reino Unido, na qual se analisou uma ferramenta de apoio ao learning design. O objetivo da pesquisa era verificar se professores de ensino superior teriam interesse em usar esse tipo de ferramenta para apoiar processos de learning design. A ferramenta analisada na pesquisa foi o LDSE (Learning Design Support Environment). Achados da pesquisa mostraram que os participantes usam as TIC em suas práticas pedagógicas, entretanto, a documentação do planejamento das práticas pedagógicas raramente ocorre, o que pode significar que a adesão imediata para o learning design pode ser pequena, o que indica a necessidade de desenvolver processos formativos com foco na experiência de adoção de learning design. Palavras-chave: learning design, tecnologias de informação, tecnologias de comunicação, prática pedagógica, compartilhamento. AbstractThis paper proposes a study for the creation of collaborative digital learning environments to enable learning methods, strategies and resources, with the aim of bringing about innovation, within a concept of learning design. The term "learning design" can be used for the process of creating a product or for the product itself. It consists of a group of learning and teaching activities, from planning to evaluation.This paper presents a study carried out in the U.K., in which a learning design tool was analyzed. The objective of the study was to find out whether higher education teachers would be interested in using this kind of tool to support the learning design process. The research also conducted an investigation into the kinds of procedures teachers employed in their planning and sharing of pedagogical practices and to determine whether they used ICT (Information and Communication Technologies) to assist them in these activities. The tool analyzed was the LDSE (Learning Design Support Environment). The findings show that participants do use ICT in their pedagogical practices. However, there is hardly any planning documentation for pedagogical practices, which might mean that, although many higher education teachers welcome initiatives that allow the use of these tools, their employment in the area of learning design is very limited.Key words: learning design, information technology, communication technology, pedagogical practices, sharing. ResumenEste artículo estudia una propuesta de creación de ambientes digitales de aprendizaje colaborativos para intercambiar y compa...

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Section: Learning Designunclassified

Learning Design and Technologies: Creating Collaborative Environments for the Learning Process

Assis

Almeida

2017

Revista Psicologia Da Educação

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“…Learning design can be described as the “the complex process of planning, decision making, design, and creativity in [the] facilitation of student learning” ( Laurillard et al , 2013). It is different from planning for learning that must consider institutional constraints such as timetabling, mode (face-to-face, online, blended), class sizes, and sociocultural backgrounds of students.…”

Section: Rationale: Designing For Learningmentioning

confidence: 99%

“…This process encompasses all factors that can impact on the learning environment including learning outcomes, curriculum, assessment, and teaching and learning activities ( Laurillard et al , 2013). It is at this stage that inconsistencies can be identified and a process of remediation to address anomalies can be established.…”

Section: Implementing Learning Design Principlesmentioning

confidence: 99%

Design for learning – a case study of blended learning in a science unit

Gleadow

Macfarlan

2015

F1000Res

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Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21 st century.

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“…Moreover, our literature search identified twenty-nine digital learning design tools: the Integrated Learning Design Environment (ILDE) [1], The Learning Designer [3], CADMOS [4], Reload [5], LD Tool [2], HKU Learning Design Studio [6], LAMS [7], GLUE!PS [8], LdShake [9], ScenEdit [10], CeLS [11], DialogPLUS [12], WebCollage [13], MOT+ [14], exeLearning [15], coppercore [15], GLOMaker [16], Pedagogic Pattern Collector [17], ReCourse [5], CompendiumLD [18], Pedagogical Plan Manager [19], PHOEBE [20], OpenGLM [21], LAMS Activity Planner [22], OpenScenario [23], HEART [24], Cloudworks [25], Map My Programme [26], and LAMS v2 [7].…”

Section: Introductionmentioning

confidence: 99%

A Review, Timeline, and Categorization of Learning Design Tools

Celik

Magoulas

2016

Lecture Notes in Computer Science

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Abstract. Enabling teachers to define or portray efficient teaching ideas for sharing, reuse or adaptation has attracted the interest of Learning Design researchers and has led to the development of a variety of learning design tools. In this paper, we introduce a multi-dimensional framework for the analysis of learning design tools and use it to review twenty-nine tools currently available to researchers and practitioners. Lastly, we categorise these tools according to the main functionality that they offer.

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A constructionist learning environment for teachers to model learning designs

Cited by 160 publications

References 20 publications

Learning Design and Technologies: Creating Collaborative Environments for the Learning Process

Learning Design and Technologies: Creating Collaborative Environments for the Learning Process

Design for learning – a case study of blended learning in a science unit

A Review, Timeline, and Categorization of Learning Design Tools

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