Learning Design approaches for designing Learning environments: A comparative study

Battou, Amal; Baz, Omar; Mammass, Driss

doi:10.1109/icmcs.2016.7905666

Cited by 5 publications

(3 citation statements)

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“…Apesar de cenários de AC demandarem um planejamento cuidadoso, é evidente a complexidade envolvida -decorrente da necessidade do professor lidar com inúmeros requisitos e restrições, intrínsecos ao próprio processo. Sua estruturação deve não apenas considerar a necessidade de se orientar os alunos quanto à sua conduta, às atividades que devem executar e às interações com seus pares, mas também oportunizar aos professores realizar, em detalhes, o monitoramento, a análise e a avaliação do processo instrucional [Battou et al, 2016;Kaendler et al, 2015;Bennett et al, 2015]. Parte da dificuldade está em transformar essas ponderações em elementos (parâmetros e/ou ações) que estruturem o cenário.…”

Section: Introductionunclassified

Uma Ferramenta para Apoiar Professores no Planejamento de Trabalhos em Grupo: Um Estudo de Caso

Oliveira

Borges

2021

Anais Do XXXII Simpósio Brasileiro De Informática Na Educação (SBIE 2021)

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Neste estudo, propõe-se uma ferramenta computacional para apoiar professores no planejamento de cenários de aprendizagem em grupo. Realizou-se um estudo de caso, com professores em situações reais de planejamento em suas disciplinas de graduação presencial. Os resultados obtidos mostraram que, para a amostra considerada, a ferramenta foi capaz de apoiá-los e orientá-los ao longo do processo, ajudando-os tanto na especificação de elementos relevantes ao processo quanto na sua assimilação. A ferramenta, pois, apresenta potencial para evitar que cenários de aprendizagem em grupo sejam inapropriadamente e ineficientemente estruturados, diminuindo as chances de um aprendizado pouco efetivo.

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Section: Introductionunclassified

Uma Ferramenta para Apoiar Professores no Planejamento de Trabalhos em Grupo: Um Estudo de Caso

Oliveira

Borges

2021

Anais Do XXXII Simpósio Brasileiro De Informática Na Educação (SBIE 2021)

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“…This choice is based on a comparative study of the most used approaches in the literature that was subject of other publications [7] [8]. A learner-centered approach -that is increasingly being encouraged in higher education-will be implemented with Agile Learning Design process to involve the learner in each stage of the design process.…”

Section: Introductionmentioning

confidence: 99%

An Interactive Adaptive Learning System Based on Agile Learner-Centered Design

Battou¹,

Baz²,

Mammass³

2018

EAI Endorsed Transactions on Smart Cities

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Adaptive and interactive Learning concepts has apprehended the interest of educational actors and partners, especially in higher education. However, the implementation of those concepts has faced many challenges, particularly in Interactive Adaptive Learning Systems (IALS). The present paper aims to give the foundation of a framework for an IALS that gives extensive attention at each stage of the design process to the end-user: learners. The system proposed is based on balanced combination of Agile Learning Design and Learner-Centred Design to improve teaching effectiveness, facilitate learning among learners, encourage long life learning and maximize motivation as well as reducing the dropout rate.

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“…In this work, we focus on one of the recent works proposed to design ALS, which is called Agile Learning Design. This choice is based on a comparative study of the most used approaches in the literature that was subject of other publications [7][8]. A learner-centered approach -that is increasingly being encouraged in higher education-will be implemented to Agile Learning Design process to involve the learner in each stage of the design process.…”

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confidence: 99%

Towards an Adaptive Learning System Based on Agile Learner-centered Design

2017

IJIET

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Abstract-Adaptive Learning concept has apprehended the interest of educational actors and partners, especially in higher education. However, the implementation of this concept has faced many challenges, particularly in Adaptive Learning Systems (ALS). The present paper aims to give the foundation of a framework for an ALS that gives extensive attention at each stage of the design process to the end-user: learners. The system proposed is based on Agile Learning Design approach and integrating learner-centered design to improve teaching effectiveness, facilitate learning among learners, encourage long life learning and maximize motivation as well as reducing the dropout rates.Keywords -Teaching, learning, Agile learning design, learner-centered design, ALS. I. INTRODUCTIONThe uses of Adaptive Learning System (ALS) present many greater opportunities to support online learning and training from managing the learning and training process, through to monitoring assessment process, especially in higher education. Furthermore, the most ALS provide instructional content that can be specifically tailored to meet individual learner needs. One of the challenges faced by developers of ALS has been how to design and create quality and pertinent ALS, able to build courses based on a model of the goals, preferences and knowledge of an individual user and use this throughout the interaction for adaptation to the needs of that user. This is due to the fact that ALS deal with diverse backgrounds, such as software developers, web application experts, content developers, domain experts, instructional designers, user modeling experts, pedagogues, etc. [1]. Moreover, the process of defining and developing e-learning material for an ALS is often expensive to produceespecially in a single context setting-making the return on investment difficult to quantify [2]. The most of ALS currently available provide similar sets of features. The most of them are designed and developed from scratch, without taking advantages of the experience from previously developed applications, because the latter's design is not codified or documented [3]. Thus, development teams are wasting time and efforts to reinvent the wheel. . Thus, there are several learning design methods presented in the literature, such as ADDIE, OULDI, Design thinking, Xproblem, etc. However, the most of them don't involve the learner until late in the project which is in our view an obstacle for the adaptation of the content to the features of the learner and leads to the dropout. In this work, we focus on one of the recent works proposed to design ALS, which is called Agile Learning Design. This choice is based on a comparative study of the most used approaches in the literature that was subject of other publications [7][8]. A learner-centered approach -that is increasingly being encouraged in higher education-will be implemented to Agile Learning Design process to involve the learner in each stage of the design process. The present work aims to present a framework for designing an...

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Learning Design approaches for designing Learning environments: A comparative study

Cited by 5 publications

References 5 publications

Uma Ferramenta para Apoiar Professores no Planejamento de Trabalhos em Grupo: Um Estudo de Caso

Uma Ferramenta para Apoiar Professores no Planejamento de Trabalhos em Grupo: Um Estudo de Caso

An Interactive Adaptive Learning System Based on Agile Learner-Centered Design

Towards an Adaptive Learning System Based on Agile Learner-centered Design

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