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A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a...
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Context 1
... by activity theory, workplace ethnography, design theory and French-language ergonomics, Goodyear and Carvalho (2014) developed the ACAD framework. The ACAD framework was conceived to support both the analysis of activity within complex learning situations, as well as the forging of connections between this learning activity and the tasks of design. The ACAD framework considers (student) learning activity to be dynamic and emergent, as well as physically, epistemically and socially situated (see Figure 3). This implies that learning activity cannot be designed. However, design can influence activity, through the tasks that are proposed, and through the shaping of the physical and social contexts in which the activity unfolds (Goodyear & Carvalho, 2014). As Figure 3 illustrates, the ACAD framework organises design attention by reference to three design components, corresponding to the kinds of entities that can be designed in order to be enacted with students: physical situation (set design), tasks (epistemic design) and social situation (social design). Learning tasks refer to the suggestions of things to do that teachers often present to students. The design of learning tasks (epistemic design) may involve figuring out how to convey information, its selection, pacing and sequencing, which can result in instructions for something worthwhile doing. Set design includes considerations about the tools and artefacts (Wartofsky's (1979) primary or secondary artefacts) that are made available to learners; and the space where learning activity unfolds. Social design involves considerations about how students are socially organised during the enactment, that is, whether they will be asked to work in pairs, groups or follow scripted roles. Another important aspect to consider is the temporal evolution of learning artefacts throughout a design process (facet F3, see Table 1). This evolution can be mapped against an existing framework proposing a design workflow (see Figure 1). Emphasising the difference between the conceptualisation of pedagogical ideas and the creation of representations of units of learning/courses, Hernández-Leo et al. (2014) organises support for the design process by distinguishing the following stages (see Figure ...
Context 2
... by activity theory, workplace ethnography, design theory and French-language ergonomics, Goodyear and Carvalho (2014) developed the ACAD framework. The ACAD framework was conceived to support both the analysis of activity within complex learning situations, as well as the forging of connections between this learning activity and the tasks of design. The ACAD framework considers (student) learning activity to be dynamic and emergent, as well as physically, epistemically and socially situated (see Figure 3). This implies that learning activity cannot be designed. However, design can influence activity, through the tasks that are proposed, and through the shaping of the physical and social contexts in which the activity unfolds (Goodyear & Carvalho, 2014). As Figure 3 illustrates, the ACAD framework organises design attention by reference to three design components, corresponding to the kinds of entities that can be designed in order to be enacted with students: physical situation (set design), tasks (epistemic design) and social situation (social design). Learning tasks refer to the suggestions of things to do that teachers often present to students. The design of learning tasks (epistemic design) may involve figuring out how to convey information, its selection, pacing and sequencing, which can result in instructions for something worthwhile doing. Set design includes considerations about the tools and artefacts (Wartofsky's (1979) primary or secondary artefacts) that are made available to learners; and the space where learning activity unfolds. Social design involves considerations about how students are socially organised during the enactment, that is, whether they will be asked to work in pairs, groups or follow scripted roles. Another important aspect to consider is the temporal evolution of learning artefacts throughout a design process (facet F3, see Table 1). This evolution can be mapped against an existing framework proposing a design workflow (see Figure 1). Emphasising the difference between the conceptualisation of pedagogical ideas and the creation of representations of units of learning/courses, Hernández-Leo et al. (2014) organises support for the design process by distinguishing the following stages (see Figure ...
Context 3
... to the activity theory perspective on learning design activities, the multiple artefacts used by designers during a learning design activity are mediators in relation to the object of designing a learning situation. Since the ACAD framework proposes a model of human activities mediated by tools and artefacts (see previous section and Figure 3, right), we can apply the ACAD framework, initially conceived to analyse learning activities (see Figure 3) (Goodyear & Carvalho, 2014) to investigate distinct but related aspects of real-world design activities (supporting facet F1, see Table 1). Adapting this framework with such aim, any real design activity is shaped by design tasks, and is physically (tools, resources) and socially (teams, divisions of labour) situated. That is to say, the nature of the activity is strongly influenced by the (physical) tools and other resources that come to hand and by the distribution of labour (e.g., roles) within the design team. All these elements combine to influence the emergent design activity. Figure 5 illustrates the use of the ACAD framework to represent design activity in this way. Figure 5. Adaptation of the ACAD framework to describe a design ...
Context 4
... to the activity theory perspective on learning design activities, the multiple artefacts used by designers during a learning design activity are mediators in relation to the object of designing a learning situation. Since the ACAD framework proposes a model of human activities mediated by tools and artefacts (see previous section and Figure 3, right), we can apply the ACAD framework, initially conceived to analyse learning activities (see Figure 3) (Goodyear & Carvalho, 2014) to investigate distinct but related aspects of real-world design activities (supporting facet F1, see Table 1). Adapting this framework with such aim, any real design activity is shaped by design tasks, and is physically (tools, resources) and socially (teams, divisions of labour) situated. That is to say, the nature of the activity is strongly influenced by the (physical) tools and other resources that come to hand and by the distribution of labour (e.g., roles) within the design team. All these elements combine to influence the emergent design activity. Figure 5 illustrates the use of the ACAD framework to represent design activity in this way. Figure 5. Adaptation of the ACAD framework to describe a design ...
Context 5
... to this view, designers are themselves in a situation where there is a combination of elements that are likely to influence their design activity: the tools and resources (either Wartofsky's (1979) primary or secondary artefacts) they will use to come up with their designs, the social organisation of the design team, and specific factors related to design knowledge or the design task itself. Also, designers do their design work to come up with a certain combination of elements for other people's learning, designing a learning situation which is also epistemically (epistemic design component), physically (set design component) and socially (social design component) situated (see Figure ...
Context 6
... by activity theory, workplace ethnography, design theory and French-language ergonomics, Goodyear and Carvalho (2014) developed the ACAD framework. The ACAD framework was conceived to support both the analysis of activity within complex learning situations, as well as the forging of connections between this learning activity and the tasks of design. The ACAD framework considers (student) learning activity to be dynamic and emergent, as well as physically, epistemically and socially situated (see Figure 3). This implies that learning activity cannot be designed. However, design can influence activity, through the tasks that are proposed, and through the shaping of the physical and social contexts in which the activity unfolds (Goodyear & Carvalho, 2014). As Figure 3 illustrates, the ACAD framework organises design attention by reference to three design components, corresponding to the kinds of entities that can be designed in order to be enacted with students: physical situation (set design), tasks (epistemic design) and social situation (social design). Learning tasks refer to the suggestions of things to do that teachers often present to students. The design of learning tasks (epistemic design) may involve figuring out how to convey information, its selection, pacing and sequencing, which can result in instructions for something worthwhile doing. Set design includes considerations about the tools and artefacts (Wartofsky's (1979) primary or secondary artefacts) that are made available to learners; and the space where learning activity unfolds. Social design involves considerations about how students are socially organised during the enactment, that is, whether they will be asked to work in pairs, groups or follow scripted roles. Another important aspect to consider is the temporal evolution of learning artefacts throughout a design process (facet F3, see Table 1). This evolution can be mapped against an existing framework proposing a design workflow (see Figure 1). Emphasising the difference between the conceptualisation of pedagogical ideas and the creation of representations of units of learning/courses, Hernández-Leo et al. (2014) organises support for the design process by distinguishing the following stages (see Figure ...
Context 7
... by activity theory, workplace ethnography, design theory and French-language ergonomics, Goodyear and Carvalho (2014) developed the ACAD framework. The ACAD framework was conceived to support both the analysis of activity within complex learning situations, as well as the forging of connections between this learning activity and the tasks of design. The ACAD framework considers (student) learning activity to be dynamic and emergent, as well as physically, epistemically and socially situated (see Figure 3). This implies that learning activity cannot be designed. However, design can influence activity, through the tasks that are proposed, and through the shaping of the physical and social contexts in which the activity unfolds (Goodyear & Carvalho, 2014). As Figure 3 illustrates, the ACAD framework organises design attention by reference to three design components, corresponding to the kinds of entities that can be designed in order to be enacted with students: physical situation (set design), tasks (epistemic design) and social situation (social design). Learning tasks refer to the suggestions of things to do that teachers often present to students. The design of learning tasks (epistemic design) may involve figuring out how to convey information, its selection, pacing and sequencing, which can result in instructions for something worthwhile doing. Set design includes considerations about the tools and artefacts (Wartofsky's (1979) primary or secondary artefacts) that are made available to learners; and the space where learning activity unfolds. Social design involves considerations about how students are socially organised during the enactment, that is, whether they will be asked to work in pairs, groups or follow scripted roles. Another important aspect to consider is the temporal evolution of learning artefacts throughout a design process (facet F3, see Table 1). This evolution can be mapped against an existing framework proposing a design workflow (see Figure 1). Emphasising the difference between the conceptualisation of pedagogical ideas and the creation of representations of units of learning/courses, Hernández-Leo et al. (2014) organises support for the design process by distinguishing the following stages (see Figure ...
Context 8
... to the activity theory perspective on learning design activities, the multiple artefacts used by designers during a learning design activity are mediators in relation to the object of designing a learning situation. Since the ACAD framework proposes a model of human activities mediated by tools and artefacts (see previous section and Figure 3, right), we can apply the ACAD framework, initially conceived to analyse learning activities (see Figure 3) (Goodyear & Carvalho, 2014) to investigate distinct but related aspects of real-world design activities (supporting facet F1, see Table 1). Adapting this framework with such aim, any real design activity is shaped by design tasks, and is physically (tools, resources) and socially (teams, divisions of labour) situated. That is to say, the nature of the activity is strongly influenced by the (physical) tools and other resources that come to hand and by the distribution of labour (e.g., roles) within the design team. All these elements combine to influence the emergent design activity. Figure 5 illustrates the use of the ACAD framework to represent design activity in this way. Figure 5. Adaptation of the ACAD framework to describe a design ...
Context 9
... to the activity theory perspective on learning design activities, the multiple artefacts used by designers during a learning design activity are mediators in relation to the object of designing a learning situation. Since the ACAD framework proposes a model of human activities mediated by tools and artefacts (see previous section and Figure 3, right), we can apply the ACAD framework, initially conceived to analyse learning activities (see Figure 3) (Goodyear & Carvalho, 2014) to investigate distinct but related aspects of real-world design activities (supporting facet F1, see Table 1). Adapting this framework with such aim, any real design activity is shaped by design tasks, and is physically (tools, resources) and socially (teams, divisions of labour) situated. That is to say, the nature of the activity is strongly influenced by the (physical) tools and other resources that come to hand and by the distribution of labour (e.g., roles) within the design team. All these elements combine to influence the emergent design activity. Figure 5 illustrates the use of the ACAD framework to represent design activity in this way. Figure 5. Adaptation of the ACAD framework to describe a design ...
Context 10
... to this view, designers are themselves in a situation where there is a combination of elements that are likely to influence their design activity: the tools and resources (either Wartofsky's (1979) primary or secondary artefacts) they will use to come up with their designs, the social organisation of the design team, and specific factors related to design knowledge or the design task itself. Also, designers do their design work to come up with a certain combination of elements for other people's learning, designing a learning situation which is also epistemically (epistemic design component), physically (set design component) and socially (social design component) situated (see Figure ...
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Citations
... To theoretically ground our analysis of Living Pasts, we take the Activity-Centered Analysis and Design (ACAD) framework as a starting point (see Goodyear and Carvalho, 2014;Carvalho and Yeoman, 2018;Martinez-Maldonado et al., 2017;Muñoz-Cristóbal et al., 2018). ACAD proposes three dimensions to design with and study through: epistemic, set, and social design. ...
Student Assistants (SAs) are generally regarded as support to the instructor's teaching agency in a course. This case study assesses SAs taking on the more autonomous role of mentor-participants in student teams during an advanced bachelor's co-design course, advancing our understanding of distributing leadership within such open-ended educational contexts. We use semi-structured interviews and grounded theory analysis to understand how students, teachers and SAs experienced and responded to this shift in SA role. We conceptualize that SAs combined the qualities of both the instructor in creating and holding space for learning based on their personal experiences (i.e., mentoring) and the student in being a pro-active learner and contributor themselves (i.e., participant). Herein they acted as models for students, redistributing the traditional hierarchy of teaching (with a fixed object and subject of teaching) across course participants (i.e., instructors, SAs and students) and into more nuanced roles (i.e., teaching, coaching, mentoring and facilitating). Taking on this role as SA allowed students to take charge while being closely and safely supported. Moreover, this arrangement nurtured a sense of community: students reported experiencing an atmosphere of trust, informality and closeness. Instructors took a more distant role in this constellation, taking responsibility for formal assessment. We conclude that this rearrangement of roles facilitated students' personal leadership and development, authentic undergraduate research and challenge-based learning - and outline course design choices that likely contributed to this.
... Before establishing "best practice" though, one needs to establish the current practice. Much research, especially in Instructional Design (ID) has focused on how design should be; less research has focused on describing or analysing how design takes place (Ertmer, Parisio, and Wardak 2013, as cited by Muñoz-Cristóbal, Hernández-Leo, Carvalho et al. 2018). ...
Learning design at tertiary level is a challenging and complex task with many aspects to take into consideration (Bennett, Lockyer, Agostinho 2018; Bower and Vlachopoulos 2018, 975; Bates, 2019). Learning design is identified as a core aspect of a tertiary educator’s role, but often, little guidance is given to educators on this topic. Changes in the higher education landscape also bring about questions about ideal learning design. With changing times that require institutions to introduce other models like blended and online learning, more pedagogical guidance might be necessary to advise lecturers on best practices in terms of module design (Kebritchi, Lipschuetz, and Santiague 2017). To aid learning design thinking and to make the pedagogic structure of the design apparent, Laurillard and Ljubojevic (2011) and others have suggested the use of a learning design tool or aid. A learning design tool is a means which can provide analytical support for lecturers to evaluate their own practices (Bower et al. 2011). This study looks at the creation of a customised learning design tool (CLDT) and discusses whether it can serve as an Electronic Performance Support System, which is a tool that can guide and assist users in their roles in the workplace. This case study canvassed the experiences and opinions of faculty members in Military Education on the use of this CLDT. The tool is designed to capture and depict various features of a module’s design. This study made use of design-based research which is a methodology requiring a phased approach and aims to influence practice. Inputs from the participants revealed the perceived value and benefits along with the necessary amendments needed for the tool.
... It occurs at several stages of an intervention and influences that intervention in an iterative process. One design strategy is called the Activity Centered Analysis and Design (ACAD) framework (see [17] for a review of design frameworks). Carvalho and Goodyear [7] describe the Activity Centered Analysis and Design (ACAD) framework ( Fig. 11.1). ...
The purpose of this chapter is to provide general concepts, principles and methods for planning and implementing evaluation processes for collaborative team projects. Evaluation is a process that involves collecting and analyzing information about a project or program's activities, characteristics, and outcomes. Its purpose is to make judgments about the outcomes, improve effectiveness, and inform decisions. The terms assessment and evaluation are seen as distinct in some contexts such that evaluation is described as summative, occurring at the end of a project, and designed to pass judgement on the results based on predetermined criteria or standards; and assessment is described as formative, occurring during the project as it is implemented, and designed to improve performance. However, in project and program evaluation practice, these two processes are often intertwined with a focus on continuous improvement and adaptation of a project as it unfolds, as well as collecting evidence of achievement of the goals at specific points in the project timeline and at the end of the project. This type of evaluation is called developmental evaluation and it’s an iterative, ongoing process that combines both formative and summative aspects to support ongoing project design modifications as the project unfolds [19].There are many approaches to evaluation based on the specific context of the project to be evaluated and the purpose of the evaluation. These can include judging the performance of the project based upon expert or user defined criteria, evaluating the functional characteristics of the project including processes and outcomes, providing evidence to support decision making relevant to the project’s operation and results, and/or supporting the participation and role of stakeholders in the project (Fitzpatrick et al. in Program evaluation: alternative approaches and practical guidelines, Pearson, New York, 2011). To determine the best approach, start with key questions:
What do you want to do and why?
Who will participate and how?
What is the timeline for the project?
What are the goals of the project?
Developmental evaluation is a type of evaluation often used to support collaborative initiatives, especially in complex and dynamic situations [21]. In this type of evaluation, periodic evaluations are performed to assess the impact or influence of the collaboration, while also continuously and iteratively assessing the strategies and activities designed to achieve the desired outcomes. Developmental evaluation is used to provide feedback on the project design as it is being implemented and is useful for innovative projects.Evaluation and research have different purposes but may overlap. Evaluation supports improvements, judgements, and actionable learning while research generates knowledge about how the world works and why. Research informs evaluation—the more information that exists about the goals of the collaboration and how the various strategies and activities will achieve the outcomes, the more the evaluation can draw on that knowledge. However, the primary purpose of evaluation is to determine the effectiveness of the project activities and strategies in achieving pre-defined outcomes. Evaluation outcomes may include research-related outcomes. Success is determined by results from validated instruments used in evaluation, the participants’ perspectives, other experts in the field, and/or peer-reviewed publications. If the design of the project itself is based on research questions, then evaluation can serve to test specific theoretical frameworks.KeywordsDevelopmental evaluationProgram evaluationCollaboration success
... Table 1 shows how Bloom's taxonomy connects to several of Software Engineering's most important Concepts that will be discussed in this paper further, this study reflects the researcher's experiment during and after COVID-19, in which a mixed approach between face-to-face (f2f) and Online learning was used, The results showed a significant improvement in students' achievement after conducting Online lectures full of content and practicing more interactive assignments and exams in the f2f classrooms, students were able to develop enough software prototypes to understand several Crosscutting concepts, These concepts were not able to be realized by their previous counterparts in each of the previous two approaches, whether by f2f alone or even Online learning alone. The empirical data that forms the basis of this paper comes from meetings, seminars, and observation conducted by the researcher, in addition to questionnaires tracing reactions of students who graduated from 2013 to 2021, The learning design research community is changing its focus away from the depiction of instructional plans and toward design as a continuous process [17]. Consequently, the study of the artifacts like learning Patterns and Concept maps generated and used by curriculum designers is also changing "from a focus on the final designed artifact (the product of the design process) to the many artifacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures)", One of the Principles of connectivism is Ability to see connections between fields, ideas and concepts ranging From business to technology. it sees knowledge as a network and learning as a process of pattern recognition, further empathy plays a critical role in this kind of design thinking, in which learner-centric approaches and collaboration are applied in educational service design. ...
Providing students with the expertise of scientific and practical skills in Web development requires good preparation and practical competencies, the formation of positive attitudes toward the given course and determining suitable learning outcomes is one of the most important trends and issues in instructional design and technology. One of the most important challenges in this paper is to develop the relatively old course plan to cope with the rapid developments in the world of web application development, this requires Curriculum mapping to identify and address academic gaps, and redundancies. For purposes of improving the overall coherence of the course, its relationship with the other prerequisite courses should be explained more, some learning outcomes may be achieved through more than one course, therefore this study traced other related courses to the problem statement, such as Object-Oriented-Programming (OOP), Software Modelling and Design and other courses. This interconnected set of courses was motivated by the idea of Crosscutting concepts (CCCs) in Web Application Development, such as design patterns, Model-View-Controller (MVC), Entity Framework, Object Relational Mapping, Application Programming Interface (API), and others. This paper proposed some best practices and guidelines to take students gradually from a simple to more complicated tasks in learning Web development.
... Although Avastusrada and Smartzoos might not represent the entire variety of design tools that exist in m-learning, they serve as two case studies on the kind of designs that practitioners create in-the-wild in mlearning. Our approach of analysing the designs is just a snapshot of the designs and does not consider their process/evolution (Muñoz-Crist obal, Hernández-Leo, et al., 2018), as well as the (social) practices around them This triangulation could provide more qualitative understanding on why practitioners took specific design decisions, help to assess practitioners' pedagogical skills, or verify whether the designs were created to be used in real settings or simply for demo/testing purposes (which could also help us to decide if specific designs are significant, or should be ignored in the analyses). It is worth mentioning that it is not always possible to have access to the end users (e.g., in our case the identity of the practitioners was anonymised) and our study suggests that even in such cases, ML approaches that mimic human coding of the learning designs could provide useful insights about practitioners' design practices. ...
... Rodríguez-Triana et al., 2020). Thus, future work could include complementary approaches, such as temporal analyses of the design artefact (i.e., their evolution over time) to understand how practitioners design for m-learning, by looking at the evolution of the artefacts (as suggested byMuñoz-Crist obal, Hernández-Leo, et al., 2018), or observational case studies of practitioners' design practices in m-learning. For instance, our analyses of the results obtained from the automatic coding with the ML algorithms, would have benefited from triangulation with the practitioners (e.g., through interviews, or questionnaires about their design intentions). ...
Background
In the field of Learning Design, it is common that researchers analyse manually design artefacts created by practitioners, using pedagogically‐grounded approaches (e.g., Bloom's Taxonomy), both to understand and later to support practitioners' design practices. Automatizing these high‐level pedagogically‐grounded analyses would enable large‐scale studies on practitioners' design practices. Such an approach would be especially useful in the context of mobile learning, where practitioners' design practices are under‐explored and complex (e.g., involving both formal and informal learning activities, happening between physical and digital spaces).
Objectives
We inquire about the kind of designs that practitioners create in mobile learning by analysing the entire databases of two m‐learning tools, Avastusrada and Smartzoos, which promote inquiry learning outdoors.
Methods
We use supervised machine learning to classify the textual content of the designs based on the cognitive level required from learners, the inquiry‐based learning phases they cover, and their connection with the learning context (e.g., the role played by the situated environment).
Results and Conclusions
Results from the in‐the‐wild studies emphasize practitioners' tendency to design contextualized activities, but that include few higher‐order thinking tasks and elements of inquiry learning. This raises questions about the real‐life pedagogical value of similar mobile learning tools and highlights the need for providing pedagogical guidelines and technical solutions that would promote the adoption of good learning design practices.
Major takeaways from the study
While we show that machine learning techniques (informed by learning design elements) can enable large‐scale studies and provide useful insights, to best understand and support practitioners' design practices it would be necessary to combine them with other quantitative and quantitative analyses (e.g., a qualitative understanding on why practitioners take specific design decisions). Future research could use similar machine learning approaches to explore other design settings, as well as explore scenarios where similar algorithms can be embedded in design tools, to guide practitioners' design practices.
... LD has been defined as "a descriptive framework for teaching and learning activities" (Dalziel, 2015, p.4). However, to date much of the work on LD has been either focusing on prescriptive approaches of how LD should be, or on representations of LDs in formats that are interpretable by computers (Muñoz-Cristóbal et al., 2018). Recently, the emphasis has shifted away from the representation of LDs per se to the process of eliciting such representations from tutors; a shift that signifies teaching as a design practice (Mor et al., 2015;Muñoz-Cristóbal et al., 2018) that could be studied through participatory design approaches which actively involve the main stakeholders of higher education (Flynn et al., 2018). ...
... However, to date much of the work on LD has been either focusing on prescriptive approaches of how LD should be, or on representations of LDs in formats that are interpretable by computers (Muñoz-Cristóbal et al., 2018). Recently, the emphasis has shifted away from the representation of LDs per se to the process of eliciting such representations from tutors; a shift that signifies teaching as a design practice (Mor et al., 2015;Muñoz-Cristóbal et al., 2018) that could be studied through participatory design approaches which actively involve the main stakeholders of higher education (Flynn et al., 2018). As highlighted by Viberg et al. (2018), as "the integration of digital technologies in higher education continuous to increase, there is a need to understand how to best support university teachers of Technology-Enhanced Learning (TEL) in order to support students to achieve academic success" (p.2637). ...
... There is an abundance of frameworks for the lifecycle the LD process. According to Muñoz-Cristóbal et al. (2018), this is due to the absence of a common vision on the conceptualization and scope of the LD. A recent example (Pozzi et al., 2020) presents a model that comprises three phases: a) conceptualization (e.g., defining learning objectives, identifying content areas to be addressed and pedagogical strategies), b) plan the flow of activities (e.g., identify tools and resources to be used), and c) enactment of the LD ranging from a single learning activity to a whole course using some (digital) learning environment. ...
The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.
... A growing body of research focuses on effective pedagogies for fully online courses (Sellnow-Richmond et al., 2020). Research on learning design (LD) frameworks also presents many different approaches (Muñoz-Cristóbal et al., 2018). Although the dynamics between LA and LD have garnered interest among educational technology researchers and practitioners (Kaliisa et al., 2020), no unique solution, neither pedagogical nor technological, has been found. ...
One of the most crucial challenges in e-learning is the course's quality and learning analytics to ensure it is one of the prominent avenues to be taken in the field. The paper initially aims to present the literature review findings on the benefits and challenges of learning analytics for higher education. Secondly, it shows the results of the pilot experiment. The experiment methodology comprises two cases. The first case presents course design quality solely based on learning analytics data. The second case describes the course design's quality using the proposed framework based on both data from learning analytics and a survey including specified criteria. Although the pilot experiment is limited to the number of courses included and a small sample, it provided significant insights into the benefits and challenges of learning analytics as a tool for course design improvement and course design quality interpretation.
... An interesting direction for further research would be the characteristics of a design process when there is involvement of actors from different contexts (school and work), as is often the case with learning designs at the school-work boundary. Such studies might also take into account the ongoing and increasingly-collaborative nature of design processes (Buus and Georgsen 2018;Muñoz-Cristóbal et al. 2018). ...
Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work.
... For instance, Thompson, Gouvea and Habron (2016) combined CM with design-for-learning (Carvalho & Goodyear, 2014) for designing and analysing a college-level environmental science course. There are many frameworks to help instructors and researchers make sense of the complexity that encapsulates design, learning and teaching (see Muñoz-Cristóbal et al., 2018 for a review of design frameworks). Goodyear & Carvalho (2014) describe the Activity Centred Analysis and Design (ACAD) framework. ...
As a technique for linking learning theory to learning design, Conjecture Mapping (Sandoval, 2014) plays an important role in Design-based Research. Our goal is to strengthen the main function of conjecture mapping as a boundary object between the designers and researchers. Based on a literature review of modifications and extensions to conjecture mapping, we developed an extended conceptualisation, which in turn was formalised as the Design Conjecture Ontology (DCON). Finally, the ontology served as the information model for sharing conjecture maps online.
... Interactions, a key component of blended learning, evaluate the learning level of involvements of those performing learning tasks (Liu & Shi, 2018). A large number of studies have been conducted on interactions to better understand the learning process in blended learning (Boelens et al., 2017;Muñoz-Cristóbal et al., 2018;Shu & Gu, 2018). Boelens et al. (2017) focused on learner interactions to explain learning changes in blended learning. ...
Sentiment evolution is a key component of interactions in blended learning. Although interactions have attracted considerable attention in online learning contexts, there is scant research on examining sentiment evolution over different interactions in blended learning environments. Thus, in this study, sentiment evolution at different interaction levels was investigated from the longitudinal data of five learning stages of 38 postgraduate students in a blended learning course. Specifically, text mining techniques were employed to mine the sentiments in different interactions, and then epistemic network analysis (ENA) was used to uncover sentiment changes in the five learning stages of blended learning. The findings suggested that negative sentiments were moderately associated with several other sentiments such as joking, confused, and neutral sentiments in blended learning contexts. Particularly in relation to deep interactions, student sentiments might change from negative to insightful ones. In contrast, the sentiment network built from social-emotion interactions shows stronger connections in joking-positive and joking-negative sentiments than the other two interaction levels. Most notably, the changes of co-occurrence sentiment reveal the three periods in a blended learning process, namely initial, collision and sublimation, and stable periods. The results in this study revealed that students’ sentiments evolved from positive to confused/negative to insightful.
