Applying the Widget Paradigm to Learning Design: Towards a New Level of User Adoption

Simon, Bernd; Aram, Michael; Assche, Frans Van; Anido‐Rifón, Luis E.; Griffiths, David; Rodríguez, Manuel Caeiro

doi:10.1007/978-3-642-40814-4_49

Cited by 4 publications

(6 citation statements)

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“…Most of them have focused on web spaces, although there are a number of approaches supporting different physical and virtual spaces. Among those proposals focused on web spaces and enabling the students a flexible management of learning artifacts during the enactment, there are approaches: i) based on learning design languages, that adapt the activities at runtime according to decisions taken at design time [16,[25][26][27][28][29]; ii) enabling students to "upload" to a VLE artifacts created with general purpose tools (such as Microsoft Office) or ad-hoc authoring tools [30][31][32][33][34][35][36]; iii) enabling students to select their learning tools, and sometimes also to define the sequence of activities (these are also known as Personal Learning Environments, PLEs) [37][38][39][40][41][42][43][44]; iv) enabling students to make explicit the learning design they want to conduct [45].…”

Section: Approaches Providing a Flexible Management Of Learning Artifmentioning

confidence: 99%

“…Cah10 [46] Cas10 [37] Con14 [38] DJ10 [17] Gie10 [48] Gri12 [39] Mik13 [50] Mul12 [20] Sim13 [35] Vog10 [21] Zha10 [36] Bucket-Server The feature analysis was carried out in three stages: initial screening, assessment, and discussion panel. In the first stage, a member of the evaluation team screened the support provided by alternative approaches to the design requirements (Table A.1) in order to select the approaches to be compared with the Bucket-Server.…”

Section: Conformance Score Obtainedmentioning

confidence: 99%

“…The Bucket-Server was the system with the highest score, and the only one supporting all the features. The next scored systems were iTEC Composer [35], nQuire [20], the service-based framework for interoperability between VLEs and PLEs [38], Lemonade [48], and the LESTS GO project prototype [21]. Lemonade and nQuire showed to be limited in the integration of existing technologies in the educational practice, and the service-based framework [38] showed a restricted support to acrossspaces learning situations.…”

Section: Conformance Score Obtainedmentioning

confidence: 99%

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Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

Cristóbal

Asensio-Pérez

Martínez‐Monés

et al. 2018

IEEE Trans. Learning Technol.

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Technology offers rich opportunities for learning across different physical and virtual spaces. However, most of current across-spaces proposals are either highly teacher-centered, inflexible in the students' self-management of learning artifacts during the enactment, or allow the teacher little/no control of such students' management of artifacts. Moreover, these proposals tend to be disconnected from the practices and tools that are usual in the classroom. How can we achieve a middle ground between keeping the teacher in control of across-spaces situations and, at the same time, providing students with a degree of flexibility to manage learning artifacts? Aiming to address such challenge we propose the notion of learning bucket, and the Bucket-Server, a system implementing such notion. A learning bucket is a container of learning artifacts which are generated and/or accessed across-spaces by the students during the enactment, according to constraints configured by teachers at design time. The responsive evaluation conducted, based on a feature analysis and a pilot study with experts, suggests that learning buckets can help evolve from teacher-to student-centered approaches, while maintaining the teacher in control of students' actions. The evaluation also indicates that the Bucket-Server surpasses the support provided by alternative proposals to across-spaces learning.

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Section: Approaches Providing a Flexible Management Of Learning Artifmentioning

confidence: 99%

Section: Conformance Score Obtainedmentioning

confidence: 99%

Section: Conformance Score Obtainedmentioning

confidence: 99%

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Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

Cristóbal

Asensio-Pérez

Martínez‐Monés

et al. 2018

IEEE Trans. Learning Technol.

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“…5 The first, Composer (Simon et al 2013), is the application for creating and configuring learning activities that was created in the scope of iTEC Cloud. The second, AREA (Caeiro-Rodríguez et al 2013), is an application that includes facilities to create learning plans, and it integrates the SDE's recommendations to configure the learning activities inside learning plans.…”

Section: Client Applications That Integrate Sde Recommendationsmentioning

confidence: 99%

Recommender Systems

Anido‐Rifón

Santos-Gago

Caeiro-Rodríguez

et al. 2015

Re-Engineering the Uptake of ICT in Schools

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The purpose of this chapter is to describe a software system that allows for discovering non-traditional education resources such as software applications, events or people who may participate as experts in some Learning Activity. Selecting the more suitable educational resources to create learning activities in the classroom may be a challenging task for teachers in primary and secondary education because of the large amount of existing educational resources. The iTEC Scenario Development Environment (SDE), is a software application aimed at offering supporting services in the form of suggestions or recommendations oriented to assist teachers in their decision-making when selecting the most appropriate elements to deploy learning activities in a particular school. The recommender is based on an ontology that was developed in a collaborative way by a multi-disciplinary team of experts. Its data set is fed not only from entries that come from registrations made by human users-using tools from the iTEC Cloud-but also from software agents that perform web scraping, that is, automatic enrichment of the semantic data with additional information that come from web sources that are external to the project. Therefore, the recommender system takes into account contextual factors when calculating the relevance of every resource. The SDE defines an API that allows thirdparty clients to integrate its functionalities. This chapter presents two success stories that have benefited from the SDE to enhance educational authoring tools with semantic web-based recommendations.

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“…4). Thus, the Composer (Simon et al 2013) includes a directory for hardware and software technologies; the People and Events Directory (Van Assche 2012), as it name suggests, enables users to register educational events as well as experts in some knowledge area; and the Widget Store (Griffiths et al 2012) is a repository of widgets ready to be used in the educational practice. Section "The iTEC cloud" briefly explains the components of the iTEC Cloud.…”

Section: Statesmentioning

confidence: 99%

Re-engineering the Uptake of ICT in Schools

Assche

Simon²,

Aram³

et al. 2013

Lecture Notes in Computer Science

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concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

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Applying the Widget Paradigm to Learning Design: Towards a New Level of User Adoption

Cited by 4 publications

References 11 publications

Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

Recommender Systems

Re-engineering the Uptake of ICT in Schools

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