Representing the Spaces When Planning Learning Flows

Pérez‐Sanagustín, Mar; Hernández‐Leo, Davinia; Nieves, Raul; Blat, Josep

doi:10.1007/978-3-642-16020-2_19

Cited by 6 publications

(2 citation statements)

References 11 publications

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“…This phase was based on the learning flow Collaborative Learning Flow Pattern (henceforth CLFP) Guiding Questions (PM, Learning Flow and Activities) (Hernández-Leo et al, 2010). The idea of this pattern is to provide the students with a list of questions that they should be capable of answering as they advance in the task.…”

Section: Implementation Of the Phase Discovering The Districtmentioning

confidence: 99%

4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations

Pérez‐Sanagustín

Santos

Hernández‐Leo

et al. 2012

Computer Supported Learning

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Draft to be published finally with slight modificiations as: Santos P.; Blat J.; 4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations. AbstractComputer Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities happening in different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. 4SPPIces is a conceptual model that defines 4 factors to be considered when addressing the design of these CSCBL scripts and of the technological system for supporting their enactment: the Space, the Pedagogical Method, the Participants and the History. This paper presents and evaluates a CSCBL script designed according to the 4SPPIces factors. The script is proposed for extending an actual learning geography fieldwork of a Geography course at a high school in which students reflect about the urbanism and the sociogeographical characteristics of Barcelona city. The resulting script blends individual with collaborative activities supported by mobile and computer-based technologies conducted at the classroom, home and the city. The script is evaluated in a case study with 34 students and two teachers. The case study reports: (1) the CSCBL script designed with the teachers considering the 4SPPIces factors and its associated technological environment and (2) the results of enacting the script in the actual learning context to analyse whether it fulfils the targeted learning objectives. The results from this case study show the impact and the effects of considering the 4SPPIces factors to enhance a real practice providing new learning and motivational benefits. Moreover, the CSCBL script presented is an example that can encourage other practitioners and researchers to adopt the 4SPPices factors in similar educational situations.2

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Section: Implementation Of the Phase Discovering The Districtmentioning

confidence: 99%

4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations

Pérez‐Sanagustín

Santos

Hernández‐Leo

et al. 2012

Computer Supported Learning

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“…Technology Enhanced Learning (TEL) researchers are studying the benefits of using advanced technological solutions in education. Some of them are also analyzing the use of diverse devices (not only computers) to support learning in different spaces (beyond the classroom) in order to create enriched learning experiences (Hwang & Chang, 2011;Pérez-Sanagustín, Hernández-Leo, Nieves, & Blat, 2010;Oblinger, 2006). Recently, some assessment researchers explore the possibilities of using mobile phones for testing students (de-Marcos et al, 2010;Triantafillou, Georgiadou, & Economides, 2008;Zhang, Wills, Gilbert, Warburton, & Bacigalupo, 2010).…”

Section: Introductionmentioning

confidence: 99%

Modeling the Computing Based Testing domain extending IMS QTI: Framework, models and exemplary implementations

Santos

Hernández‐Leo

Pérez‐Sanagustín

et al. 2012

Computers in Human Behavior

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Using technology to create new types of questions is important, but also exploring new types of test representations or analyzing the most adequate technological device to support a specific assessment activity based on tests. This paper presents a conceptual model that defines and relates three dimensions to be considered for advancing on Computing-based Testing (CBT): the Question-item, the Test and the Activity. The framework assists in the categorization and design of advanced CBT scenarios and opens a new domain for questions and tests supported by ICT. Besides, the paper proposes two models for the technological design and implementation of the Test and Question-item dimensions. The models represent an extension of the IMS Question & Test Interoperability standard. They are platform-independent models (PIM) that formulate the elements that can be mapped to platform-specific models (PSM) for implementing advanced CBT solutions. To show the relevance, value and usability of the contributions, the paper also describes the application of the framework and PIMs to design and implement three exemplary CBT scenarios with their corresponding CBT-PSMs. Within the global scope of the CBT conceptual model, the first scenario shows how question-items can be enriched with specific multimedia information (web maps). The second scenario illustrates another particular case of the CBT domain where a test can be augmented with real physical elements. And finally, the third scenario describes an implementation that combines advanced question-items and tests using virtual worlds.

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Learning Spaces

Bligh¹,

Crook²

2017

Technology Enhanced Learning

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Representing the Spaces When Planning Learning Flows

Cited by 6 publications

References 11 publications

4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations

4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations

Modeling the Computing Based Testing domain extending IMS QTI: Framework, models and exemplary implementations

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