Pedagogy-driven design of digital learning ecosystems

Abstract

In most cases, the traditional Web-based learning management systems (e.g. Moodle, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The proponents of such systems have claimed that this kind of inherent "pedagogical neutrality" is a desirable characteristic for a LMS, as it allows teachers to implement various pedagogical approaches. This study is based on an opposite approach, arguing for designing next-generation online learning platforms - so called digital learning ecosystems - with built-in affordances, which promote and enforce desirable pedagogical beliefs, strategies and learning activity patterns while suppressing others. We propose a conceptual and process model for pedagogy-driven design of online learning environments and illustrate it with a case study on development and implementation process of a digital learning ecosystem based on Dippler platform. We also describe the pedagogical foundation of Dippler that was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design.

Artificial Intelligence in education: Rise of the Machines

“…In recent years, the rapid progress in AI has enabled experimentation with different models of AIEd, fulfilling the promise of transforming education by creating adaptive learning systems that could personalise learning. Given the emerging AI technologies, there are an increasing number of studies (Laanpere et al, 2014;Luckin et al, 2016;Mayer-Schönberger & Cukier, 2014;Montebello, 2017;OECD, 2018;UNESCO, 2018) indicating how AI can help improve learning opportunities and outcomes for students.…”

Ubiquitous Learning Architecture to Enable Learning Path Design across the Cumulative Learning Continuum

“…In order to describe such systems, we need to consider three important ecological principles: the flow of energy and exchange of matter, the feedback loop to and from the environment, and the interactions between species. We can then define a DLE as "an adaptive socio-technical system consisting of mutually interacting digital species (tools, services, content used in learning process) and communities of users (learners, facilitators, experts) together with their social, economic and cultural environment" [28]. [31], shows the landscape of TEL systems.…”

“…The latter is a broad category that includes Personal Learning Environments (PLEs), Learning Object Repositories (LORs) and Learning Management Systems (LMSs). interacting digital species (tools, services, content used in learning process) and communities of users (learners, facilitators, experts) together with their social, economic and cultural environment" [28]. Figure 1, adapted from [31], shows the landscape of TEL systems.…”

“…For each of the selected pedagogical frameworks, a set of affordances is identified, shown in Table 3, following the affordances for competence-based and self-directed learning defined in [28]. This corresponds to the third step of the proposed learning path design approach.…”

“…Although some researchers claim that e-learning systems should not be favourable to any specific pedagogical approach [25], this study follows a path that questions this pedagogical neutrality [26], and opts for "pedagogically 'engaged' or 'committed' conceptions of systems that serve specifiable educational purposes, situations and methods" [27]. The aim is to develop a theoretical framework that builds on Digital Learning Ecosystems (DLEs), the next-generation Technology-Enhanced Learning (TEL) systems with built-in pedagogical affordances [28]. Based on this framework, we propose a system architecture that integrates formal, informal and social training offerings using two well-known learning and development reference models, the 70:20:10 framework [29], and the 3-33 model [30].…”