Learning design Rashomon I - supporting the design of one lesson through different approaches

Abstract

This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al., 2013), devoted to existing tools to support the same process, it aims to provide a view on relevant research results in this field. The common thread followed in these two contributions is inspired by Kurosawa's Rashomon film, which takes multiple perspectives on the same action. Similarly, in this paper, Rashomon I, a lesson on ''Healthy Eating'' is analysed according to five different approaches, while the Rashomon II paper is used to exemplify the affordances of different tools. For this reason, this paper does not follow the conventional structure of research papers (research question, method, results and discussion), but rather it moves from an introduction providing the rationale for the paper, to a description of the five different approaches to learning design (the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narrative) and then to a discussion of their similarities and differences to inform the choice of potential users.Keywords: learning design approaches; pedagogical planning; inquiry learning Introduction Over the last 12 years, the research field of learning design has attracted the attention of many researchers because of its promise to provide powerful scaffolds for pedagogically informed design of learning activities that make effective use of technology. Consequently, the recent evolution of this field has been lively and dynamic, and researchers and practitioners have followed different paths to meet a common need: improving the quality and facilitating the implementation of technology-enhanced

Intangible Cultural Heritage: Towards collaborative planning of educational interventions

“…Looking at the Technology Enhanced Learning (TEL) research field, one can see that one of the most active research threads focuses exactly on how to support teachers engaged in the design of teaching/learning environments based on innovative tools, contents and methods (Persico et al, 2013;Pozzi, Ceregini, Dagnino, Ott, & Tavella, 2014).…”

“…In this scenario, collaboration among all these actors plays a crucial role and the creation of communities of practice (Wenger, 1998) in the various ICH fields is one of the main outcomes the project is trying to achieve. Specific research efforts have been made in the past few years in the TEL sector to support the design of innovative educational interventions (Persico et al, 2013) and to improve collaboration and exchange of ideas among educators (Earp, Ott, & Pozzi, 2013;Psarras, 2007).…”

The Art & Science of Learning Design

“…Persico et al (2013) and Prieto et al (2013) demonstrate the diversity of tools and representations already available in the field of Learning Design. This diversity highlights the richness of theoretical and practical approaches to the issues at hand.…”

Editorial: The art and science of learning design

“…As a result, these two concluding papers are rather different to the traditional research literature, but we believe they provide compelling perspectives on the contemporary opportunities and challenges in our field. Persico et al (2013) consider the tensions and possible synergies between different approaches to LD by examining a single activity Á the PI project Healthy Eating activity (Anastopoulou et al 2012) through the lens of five different design approaches, each supported by particular representations and tools. These approaches are the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narratives.…”