LdShake support for team-based learning design

Abstract

Some educational innovation initiatives require practitioners to team up on the design of new learning activities. However, existing learning design tooling does not integrally support their tasks. Some tools enable authoring of designs, while other tools support sharing and commenting of learning design ideas, but none of them offer an integrated provision of technological features to support learning design team-based work requirements. These requirements include team formation, the storage and retrieval of designs, and the promotion of interaction in the co-creation of designs. The LdShake platform has been conceived to enable sharing and co-editing of learning designs. This paper introduces LdShake's technological features and evaluates to what extent they support the aforementioned requirements. A first evaluation context is genuinely focused on learning design, while a second is devoted to devising research ideas. The results obtained in the two contexts are complementary, pointing out distinct affordances and user behaviours (e.g., on browsing designs) that depend on the characteristics of each context, while also bringing to light the relevance of LdShake's social network related features. Overall, the proposed design considerations in LdShake's technological features and the obtained evaluation results contribute towards an improved understanding of how to support networked teams.

Analytics in online and offline language learning environments: the role of learning design to understand student online engagement

“…Up to 55% of variation in what students were doing on a week-by-week basis was explained by the specific learning design activities that language teachers designed, in particular when these were related to assessment and productive activities. This highlights a need for CALL module authors to be fully conversant with learning design principles and for course delivery patterns to be sufficiently flexible to accommodate iterative modifications in response to findings derived from learning analytics (Dalziel, 2016;Hernández-Leo et al, 2014).…”

Supporting collaborative design activity in a multi-user digital design ecology

“…Our work is pioneering in the development of tools that can support designers to collaboratively and fluently design courses in a collocated environment. The emergence of other relatively recent examples of online-based collaborative educational design systemsnamely LdShake (Hernández-Leo, et al, 2014b) and SyncrLD -suggests that this is an area of R&D that merits further attention.…”

“…CoCoDes was purpose-built to meet the requirements of our experimental studies. Its design is grounded in rich knowledge of personal computer-based learning design tools Hernández-Leo, et al, 2014b;Nicolaescu, et al, 2013;Prieto, et al, 2014), guidelines about collaboration around digital tables (Kharrufa, Martinez-Maldonado, Kay, & Olivier, 2013;Müller-Tomfelde & Fjeld, 2010;Scott, Grant, & Mandryk, 2003) and the results of the Trial One workshops. The following design considerations informed the implementation of the tool (summarised in (Wardak, 2014).…”

“…They function in ways that limit their value to design teams -for example, some allow only one designer at a time to interact with the system. In contrast, the LdShake platform (Hernández-Leo, et al, 2014b) targets teams by enabling the sharing and coediting of learning designs. This platform has been extended with the integration of several analysis and design tools, providing an Integrated Learning Design Environment (ILDE) (Hernández-Leo, Asensio-Pérez, Derntl, Prieto, & Chacón, 2014a).…”

“…Support for collaborative educational design is still far from common, but some interesting examples are beginning to appear, such as LdShake (e.g. Hernández-Leo, Moreno, Chacón, & Blat, 2014b) and SyncrLD (Derntl, Nicolaescu, Terkik, & Klamma, 2013).…”