Grounding Learning Design on Teaching Practice: The LEDITA Learning Design Tool for Italian Language Teachers

Arpetti, Alessandro; Baranauskas, M. Cecí­lia C.; Leo, T.

doi:10.1109/icalt.2014.205

Cited by 1 publication

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In several studies, teachers seem to prefer a textual representation rather than a graphical one. This is reported by Arpetti et al ., , who found that the representation used to describe the learning design is basically textual. The same authors (Arpetti, Baranauskas, & Leo, ) found that the graphical representation of designs is not valued by teachers.…”

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

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%