User-Centered Design: Supporting Learning Designs’ Versioning in a Community Platform

Chacón-Pérez, Jonathan; Hernández‐Leo, Davinia; Mor, Yishay; Asensio-Pérez, Juan I.

doi:10.1007/978-3-662-47724-3_9

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…Without any ambition to be exhaustive, to better contextualise the discussion set out in this article, it is worth noting here some of the main LD tools specifically designed to support pedagogical reflection and foster teachers' creativity in conceiving new educational paths. Examples include the Course Map (Conole, 2012), the 4SPPIces approach (Pérez-Sanagustín, Santos, Hernández-Leo, & Blat, 2012), the 4Ts model and Persona Cards (Chacón-Pérez, Hernández-Leo, Mor, & Asensio-Pérez, 2015), which are all examples of tools aimed to support conceptualisation of new designs.…”

Section: Introductionmentioning

confidence: 99%

Supporting and representing Learning Design with digital tools: in between guidance and flexibility

Pozzi

Asensio-Pérez

Ceregini

et al. 2020

Technology, Pedagogy and Education

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The research field of Learning Design (LD) has been active for some time now, but several questions remain open for the scientific community. In particular, the article tackles issues that have been core concerns in LD over the years: (1) how to support the different phases of the LD process; (2) what representations should be used in the various steps; and (3) to what extent should digital LD tools be structured or flexible, either guiding the teacher/designer or leaving them free to pursue their own design path and style. The authors investigated these open questions through an LD tool called the Pedagogical Planner. This tool has been evaluated in authentic contexts with the goal of providing input for the ongoing debate. Evaluation has focused on the perceptions and actual usage by teachers, generating significant evaluative data to be used as a spur for further reflection on LD.

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Section: Introductionmentioning

confidence: 99%

Supporting and representing Learning Design with digital tools: in between guidance and flexibility

Pozzi

Asensio-Pérez

Ceregini

et al. 2020

Technology, Pedagogy and Education

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“…These include SyncMetaLD, a realtime collaborative learning design authoring tool (Nicolaescu et al, 2013), PyramidApp (Manathunga and Hernández-Leo, 2018), and the Design Problem Generator (Hernández-Leo et al, 2017). Further research will be needed to study whether the use of authoring tools that include also conceptualization scaffolding (e.g., Web Collage) or an ILDE feature to support the management of multi-artifact learning design projects (Chacón-Pérez et al, 2016), allow for smoother transition between phases. To enhance the support for implementation, ILDE has been refined to support duplication of implementations so that they can be adapted for different cohorts of students and the communication between GLUE!PS and LdShake has been improved in terms of performance.…”

Section: Discussion and Ilde Refinementsmentioning

confidence: 99%

“…Learning designs can be duplicated for refinement and reuse (UC4) (see option "Duplicate" in Figure 8B). Existing duplications of a learning can be also browsed (U12) allowing practitioners to explore how a learning design has been refined for different contexts (Chacón-Pérez et al, 2016). If practitioners have edit access rights to a learning design, they can also participate in their co-edition ("Edit" in Figure 8B).…”

Section: Sharing and Exploration Supportmentioning

confidence: 99%

An Integrated Environment for Learning Design

et al. 2018

Self Cite

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Learning design tools aim at supporting practitioners in their task of creating more innovative and effective computer-supported learning situations. Despite there being a myriad of proposed tools, their use presents challenges that recent studies link with practitioners' varied pedagogical approaches and context restrictions, as well as with barriers to practical application derived from the fact that most tools only cover limited functionality and do not support cooperation between practitioners. In this paper we investigate whether it is possible to provide a flexible community system that supports multiple learning design tasks. We propose an Integrated Learning Design Environment (ILDE), which is a networked system integrating collaboration functions, design editors and middleware that enables deployment of the designed learning situations into Virtual Learning Environments. We describe the iterative user-centered process adopted in the design of ILDE as well as its architecture. The architecture is implemented to show its feasibility and that it is capable of providing the targeted functionality. We also present the results of its use in training workshops with 148 practitioners from five different institutions in vocational training, higher and adult education. Some of the learning designs were deployed in VLEs and enacted with students in real learning situations.

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“…En relación a las metodologías para elaborar los patrones educativos, inicialmente se utilizó la teoría de scripts (guiones) de Bruner (1990) como referente ya que tiene bastantes puntos en común a un patrón. Un script es una especie de guión que permite solucionar un problema que se repite de forma habitual.…”

Section: Metodologías Y Herramientas Para El Diseño De Patronesunclassified

“…La elaboración de patrones pedagógicos resulta compleja ya que el conocimiento que lo fundamenta se basa en la práctica y no existe un lenguaje común que permita representar los diseños. No obstante, cada vez son más los estudios que apuntan los métodos más apropiados para construir patrones pedagógicos Mor et al, 2014) a la vez que se están diseñando repositorios digitales de patrones pedagógicos (ChacónPérez et al, 2016).…”

Section: Introductionunclassified

Los patrones de diseño como herramientas para guiar la práctica del profesorado / The design patterns as tools to guide the practice of teachers

Salvat

Roig

Martí

2016

RELATEC

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Los patrones de diseño permiten extraer conocimiento a partir de la práctica y pueden constituir una solución para problemas identificados en un contexto educativo particular, orientando las decisiones pedagógicas en la planificación de la actividad educativa. El uso del lenguaje de patrones ayuda a compartir dichas soluciones para su puesta en práctica en contextos educativos afines. Aunque su uso educativo resulta incipiente, se observa un interés creciente por analizar las metodologías para su elaboración y el desarrollo de sistemas de formalización que permitan llegar a un lenguaje común de su representación. En este artículo se analiza el papel de los patrones pedagógicos como herramienta para guiar la práctica del profesorado. Se presenta el resultado del diseño de patrones del aprendizaje en el contexto universitario mediante un proceso participativo entre docentes e investigadores. Este trabajo se inscribe en el proyecto de investigación «Desig2Learn: Estrategias de co-diseño en la universidad para un aprendizaje basado en la indagación y el uso intensivo de las TIC». Partiendo de un enfoque metodológico fundamentado en la investigación basada en el diseño, se han diseñado patrones que responden a distintas situaciones de enseñanza-aprendizaje relativas a procesos de indagación y potenciadas por el uso de las tecnologías digitales.AbstractDesign patterns are designed to share knowledge about good teaching and learning so that they can be re-used and applied to improve the working time and the effort involved teachers during the design of learning environments. The main goal is to guide the pedagogical decisions in planning educational activities. Design patterns and pattern languages have been proposed as effective means to facilitate rigorous discourse, bridging theory and practice. Although research on the pedagogical patterns are scare, in recent years a lot of effort have been done analysing the most appropriate methodologies for processing and the development of systems of formalization that can reach a common representation language teaching patterns. In this article the role of educational patterns as a tool to guide the practice of teachers in designing learning environments is analysed. To do this, the result of learning design patterns in the university context is presented through the use of narrative and participatory process between teachers and researchers. This work is part of the research project «Desig2Learn: Strategies co-design at the University for inquiry-based and intensive use of ICT learning». Based on research based design, patterns have been designed to respond to different teaching-learning situations related to inquiry processes and enhanced by the use of digital technologies.

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User-Centered Design: Supporting Learning Designs’ Versioning in a Community Platform

Cited by 8 publications

References 12 publications

Supporting and representing Learning Design with digital tools: in between guidance and flexibility

Supporting and representing Learning Design with digital tools: in between guidance and flexibility

An Integrated Environment for Learning Design

Los patrones de diseño como herramientas para guiar la práctica del profesorado / The design patterns as tools to guide the practice of teachers

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