A Peer Evaluation Tool of Learning Designs

Papanikolaou, Kyparisia A.; Gouli, Εvagellia; Makrh, Katerina; Sofos, Ioannis; Tzelepi, Maria

doi:10.1007/978-3-319-45153-4_15

Cited by 12 publications

(8 citation statements)

References 11 publications

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“…The Integrated Learning Design Environment (ILDE) (Hernández-Leo, Asensio-Pérez, Derntl, Prieto, & Chacón, 2014;Asensio-Pérez et al, 2017) provides support to communities of educational designers (such as teachers and professional instructional designers) in the process of co-creating and sharing learning designs. Lastly, PeerLAND (Papanikolaou, Gouli, Makri, Sofos, & Tzelepi, 2016a) is a web-based environment that supports the development and peer evaluation of learning designs on the basis of TPACK. Users are supported to act as reviewers and participate in peerevaluation tasks of scenarios authored by specific user-authors.…”

Section: Introductionmentioning

confidence: 42%

Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning

Papanikolaou

Makri

Ρούσσος

2017

Int J Educ Technol High Educ

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This paper presents a framework for constructivist pre-service teacher training in Technology Enhanced Learning, adopting a view of teachers as designers of innovative content, working individually and/or collaboratively, discussing and interacting with the instructor, technology and their peers. In such a context, a challenging issue is the content and structure of appropriate activities for cultivating various types of synthetic knowledge combining technology, pedagogy and content through asynchronous collaboration. In this paper, we elaborate on the social orchestration of a training course around collaborative design activities and on the emerging challenges from two successive cycles of implementation. We highlight the elements used to expand and augment online interaction, drawn from two known approaches in teacher training and online learning, the TPACK (Technological, Pedagogical and Content Knowledge) framework and the CoI (Community of Inquiry) model. We specifically examine a) the impact of synthetic design activities to the development of pre-service teachers' synthetic knowledge (of Technology, Pedagogy and Content) and b) the relationships among specific elements of TPACK and CoI. Findings drawn from the examination of pre-service teachers' perspectives through two structured questionnaires reveal important potential of synthetic activities for teachers' TPACK development and highlight specific connections among elements of the TPACK and CoI frameworks.

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Section: Introductionmentioning

confidence: 42%

Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning

Papanikolaou

Makri

Ρούσσος

2017

Int J Educ Technol High Educ

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“…Support for co‐operation amongst teachers : According to Papanikolaou and colleagues (), the opportunity to obtain a peer evaluation of a developed design was positively considered by the teachers participating in the evaluation of the PeerLAND tool. Similarly, the opportunity provided by the LD platform adopted (ILDE) to share one’s own design (eg, for comment or collaborative editing in small groups) was appreciated by participants in the METIS project workshops (Pozzi et al ., ).…”

Section: Resultsmentioning

confidence: 99%

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: A literature survey

Dagnino¹,

Dimitriadis²,

Pozzi³

et al. 2018

Brit J Educational Tech

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Learning Design (LD) research is oriented to support teachers in designing their teaching with the aim to provide a sound pedagogical background and to make effective use of resources and technologies. In spite of the significant number of LD approaches and tools proposed so far, their adoption is still very limited and this represents an unsolved challenge in the field of LD. This paper presents a systematic review of the literature about learning design tools, tackling the issue of adoption from two points of view: teachers’ needs in relation to LD tools and methods and possible barriers to their adoption. The review includes only research papers where teachers’ behaviours and opinions are directly explored and not purely theoretical papers. The search included five main academic databases in Technology‐Enhanced Learning (TEL) plus a search on Google about project reports; the resulting corpus included 423 papers: 26 of these, plus 3 reports were included in the final list for the analysis. The review provides a systematic overview of the knowledge developed in the LD field, focusing on a set of research gaps that need further exploration in the future.

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“…The course "Digital Transformation in Theoretical Disciplines" utilised the PeerLAND [32] and required that the learning designs apply personalised learning with digital tools in the context of a theoretical discipline. The course of "Distance and Online Learning" utilised the Learning Designer [33] and required that the learning designs apply personalised learning in a distance education context. Consequently, both groups had a contemporary LD experience designing for collaborative and personalised learning under the umbrella of Technology-Enhanced Learning (TEL).…”

Section: A Context and Participantsmentioning

confidence: 99%

Teachers' perceptions of learning design recommendations

Zalavra

Papanikolaou

Damoulis

et al. 2021

2021 19th International Conference on Information Technology Based Higher Education and Training (ITHET)

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The uptake of personalised approaches in education apart from students' learning needs should also involve teachers' needs. This paper addresses the understudied topic of integrating a Recommender System (RS) in a Learning Design (LD) environment as a means to personalise the support offered to teachers for designing learning. We present a study in a teacher education context, collecting teachers' perceptions of learning design recommendations to explore the recommendation form and method that teachers value while designing. Our findings point out teachers' appreciation of an LD environment integrating a macro form of recommending entire learning designs alike learning objects in online educational repositories. They also favour complementing the macro with a micro form that supports the LD process by recommending specific elements within a learning design. Our study indicates the need for a hybrid recommendation method appropriately filtering a learning design's context and evaluation. Also, this research justifies the need to integrate an RS in an LD environment, reporting as teachers' anticipated benefits (i) stimulating the initiation of designing for learning, (ii) advancing their LD practice by conceiving new design ideas, and (iii) providing a means of developing their LD experience effectively. The anticipated challenges point out the requirement of an RS that provides appropriate recommendations and the high need to cultivate teachers' LD knowledge and mindset towards employing LD environments and RSs effectively.

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A Peer Evaluation Tool of Learning Designs

Cited by 12 publications

References 11 publications

Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning

Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: A literature survey

Teachers' perceptions of learning design recommendations

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