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Supporting Collaborative Design Activity in a Multi-User Digital Design Ecology
... Core authors concerning the description of different educational formats, are J.Chris (2012), , L. Gogia (2016) and Goodyear (2017). L.Gogia provides the understanding of the whole concept of digital education formats such as massive open online courses(MOOCs), networked learning and connected learning. ...
... Moreover, present educational services begin to get students involved into co-production of educational services. P. Goodyear and L. Carvalho (2017) continued idea by highlighting major trends for learning environment such as (1) a shift towards student-centered, project-based forms of activities, which lead to the increase of group and individual responsibility and practical skills, (2) expansion of classical spaces for study in schools, libraries, colleges, galleries by high-tech devices (smartphones, laptops, tablets), these digital technologies transform classical education to flexible autonomously-managed learning. Newly emerged features of interfaces and infrastructure such as "student-centric classes", "students-coproducers", advanced facilities for Internet searching increase the role of social networks in education. ...
... For instance, not modern universities can supply learners with digital solution for collaborative work and debating, in other words learning management systems (LMS). However, students tend to ignore formal instruments, instead they are likely to use modern social media instruments such as Facebook or Vkontakte social messengers, according to P. Goodyear (2017). Consequently, the linkage decreases, and students can not get enough support from their pedagogues, and the knowledge exchange stays ineffective. ...
... The study by Rudovic et al. (2018) is an example of "supervised" MMLA, in which LA are used alongside five "human experts" who evaluate the student's engagement and affect in the recorded video; the evaluations are then aligned with the LA. This is not an isolated case: often it is the human coders who analyse the videos of game sessions and the researchers then compare and validate or complement their evaluations with the results of the processed LA (Martinez-Maldonado et al., 2017;Spikol et al., 2018;Worsley, 2018;Malmberg et al., 2019). In this sense, quantitative data coded by human researchers through structured video observation are part of the MMLA dataset (Worsley, 2018;Pérez et al., 2018). ...
... Other authors (Modafferi, Boniface, Crowle, Star & Middleton, 2017;Papavlasopoulou, Sharma & Giannakos, 2018;Sharma, Papavlasopoulou & Giannakos, 2019) also opt for self-evaluation by children over seven-and eight-years old using a Likert scale with emoticons instead of numbers. Some researchers choose mixed designs to complement or verify the results of the MMLA, including qualitative methodologies such as semi-structured interviews with teachers, children and/or parents (Junokas et al., 2018;Kosmas, Ioannou & Zaphiris, 2019;Abrahamson et al., 2015;Spikol et al., 2018;Pérez et al., 2018;Kourakli et al., 2017;Martinez-Maldonado et al, 2017) or direct observations by teachers in the classroom (Kosmas, Ioannou & Retalis, 2017;Kosmas, Ioannou & Zaphiris, 2019). At least until MMLA research possesses standardised tools and strategies suited to children under the age of six, the MMLA "supervised" option seems the most efficient and is the most widely recognised for obtaining quality data. ...
... Roberts, Chung and Parks (2016) mention another ethical design principle: guaranteeing that children's personal information cannot be tracked. Other authors expressed concerns about ensuring anonymity, but few explicitly reported having obtained the ethical approval or pre-approval of an institutional review board (Papavlasopoulou, Sharma & Giannakos, 2018;Rudovic et al., 2018;Kosmas, Ioannou & Zaphiris, 2019;Martinez-Maldonado et al., 2017;Goodwin, Mazefsky, Ioannidis, Erdogmus & Siegel, 2019). Regarding data protection, Ochoa and Worsley (2016) reflect on the management, classification and storage of LA, indicating that all these processes generate questions about privacy. ...
Learning Analytics and Multimodal Learning Analytics are changing the way of analysing the learning process while students interact with an educational content. This paper presents a systematic literature review aimed at describing practices in recent Multimodal Learning Analytics and Learning Analytics research literature in order to identify tools and strategies useful for the assessment of the progress and behaviour of children under 6 years old in respect of their learning. The purpose is to provide guidance for Multimodal Learning Analytics research with children under 6 years old to assess their engagement in a task, their emotions, attention, understanding and achievement of a goal. The current state of knowledge on Multimodal Learning Analytics research suggests how performance analytics, face and speech recognition systems, eye tracking, Kinect analytics and wristbands could be used with children. The results show the complexity of collecting data using non‐invasive methodologies with children under 6 years old. Ethical implications related to multimodal data from audio, visual, biometric and quantitative measures of child behaviour are discussed.
... Studies have indicated that specific characteristics of the physical environment can enhance creative performance (Dul and Ceylan, 2011;, and that material artifacts play an important role in idea representation and collaboration (Johri and Olds, 2011). However, research has not fully addressed the impact of recent advancements in technologically-enhanced design tools such as interactive mobile tablet devices, which provide new material contexts and affordances for brainstorming, sharing, and visually representing ideas during collaborative design (Fischer et al., 2016;Martinez-Maldonado et al., 2017;Palou et al., 2012). Although the mobile tablet platform, characterized by portability, accessibility, and connectivity, is useful for the joint construction of new ideas (Looi et al., 2013), sketching collaboratively on tablets imposes new challenges to engineering design and the study of interaction processes during learning. ...
... For instance, sketching on tablets and sharing the screen with others can create a material space in which teams of engineers explicitly represent their design knowledge and ideas, and visualize them in a collaborative space that facilitates design processes. For example, in our earlier work, collaborative design systems enable learners to generate and share visual representations of design ideas through the use of collaborative design tablets and shared design walls Zhao et al., 2014;Martinez-Maldonado et al., 2017). ...
... The finding that the use of skWiki material tools and private spaces predicts higher ratings of collaboration quality highlights the important roles of the material and spatial context in the design setting. This finding is consistent with previous research in computer-supported learning environments, where the use of technology-enhanced tools and environmental factors lead to changes in collaboration outcomes (Martinez-Maldonado et al., 2017;Shen et al., 2008). In terms of material context, as situative learning theory suggests, while working in Fig. 6. ...
Engineering design typically occurs as a collaborative process situated in specific context such as computer-supported environments, however there is limited research examining the dynamics of design collaboration in specific contexts. In this study, drawing from situative learning theory, we developed two analytic lenses to broaden theoretical insights into collaborative design practices in computer-supported environments: (a) the role of spatial and material context, and (b) the role of social interactions. We randomly assigned participants to four conditions varying the material context (paper vs. tablet sketching tools) and spatial environment (private room vs commons area) as they worked collaboratively to generate ideas for a toy design task. We used wearable sociometric badges to automatically and unobtrusively collect social interaction data. Using partial least squares regression, we generated two predictive models for collaboration quality and creative fluency. We found that context matters materially to perceptions of collaboration, where those using collaboration-support tools perceived higher quality collaboration. But context matters spatially to creativity, and those situated in private spaces are more fluent in generating ideas than those in commons areas. We also found that interaction dynamics differ: synchronous interaction is important to quality collaboration, but reciprocal interaction is important to creative fluency. These findings provide important insights into the processual factors in collaborative design in computer-supported environments, and the predictive role of context and conversation dynamics. We discuss the theoretical contributions to computer-supported collaborative design, the methodological contributions of wearable sensor tools, and the practical contributions to structuring computer-supported environments for engineering design practice.
... The field of Learning Design (LD) or 'design for learning' studies how educators prepare and revise a set of learning activities toward achieving particular educational objectives in pedagogically-informed manners (Mor, Craft, & Hernández-Leo, 2013;Beetham & Sharpe, 2013;Dalziel et al., 2016). LD research studies how technological tools support teachers in thinking about both the design and implementation of their learning activities (Bennett, Agostinho & Lockyer, 2015;Hernandez-Leo et al., 2017;Celik & Magoulas, 2016). ...
... Related educational platforms provide more specialized offerings such as WISE (Slotta & Linn, 2009) which integrates authoring tools for inquiry learning and the Instructional Architect (Recker, Yuan, & Ye, 2014) which integrates problem-based learning tools. Moreover, EDS (Martinez-Maldonado et al., 2017), a collocated environment, enables teachers to design in group learning scenarios with digital and non-digital devices. However, these environments lack the provision of mutual awareness between community members to benefit from the sharing of learning designs and the community dynamics (Dalziel, 2013). ...
... Design has been applied in multiple fields such as architecture and product design (Martinez-Maldonado et al., 2017). Bearing in mind the social context of design in teacher practice, awareness plays an important role due to the design activities which are collaborative and multidisciplinary (Borges et al., 2005) and the need for shared knowledge between a group of people in the design of complex situations (Belkadi et al, 2005). ...
The field of learning design has extensively studied the use of technology for the authoring of learning activities. However, the social dimension of the learning design process is still underexplored. In this paper, we investigate communities of teachers who used a social learning design platform (ILDE). We seek to understand how community awareness facilitates the learning design activity of teachers in different educational contexts. Following a design-based research methodology, we developed a community awareness dashboard (inILDE) based on the Cultural Historical Activity Theory (CHAT) framework. The dashboard displays the activity of teachers in ILDE, such as their interactions with learning designs, other members, and with supporting learning design tools. Evaluations of the inILDE dashboard were carried out in four educational communities – two secondary schools, a master programme for pre-service teachers, and in a Massive Open Online Course (MOOC) for teachers. The dashboard was perceived to be useful in summarizing the activity of the community and in identifying content and members' roles. Further, the use of the dashboard increased participants' interactions such as profile views and teachers showed a willingness to build on the contributions of others. As conclusions of the study, we propose five design principles for supporting awareness in learning design communities, namely community context, practice-related insights, visualizations and representations, tasks and community interests.
... In this experimental study, we aim to explore the value of knowledge-based design analytics of supporting instructors during the design process. Up to now, most studies in the field of design analytics have mainly focused on analysing systems that provide teachers with information at the course and activity levels (using a coarsegrained focus): information about the sequence/structure of the activities within the course, types of learning tasks, learning goals, and use of learning spaces (Cross, Galley, Brasher, Weller 2012;Villasclaras-Fernández, Hernández-Leo, Asensio-Pérez, Dimitriadis 2013;Laurillard et al. 2018;Martinez-Maldonado et al. 2017). While considerable efforts were spent on concept-level knowledge visualizations in the field of open learner modeling to help students in tracking their knowledge and selecting relevant activities (Bull 2020;Guerra, Schunn, Bull, Barria-Pineda and Brusilovsky 2018), very little is currently known about whether (and how) a knowledge-based approach (using a fine-grained focus) applied to design analytics could also serve by informing teachers during the design of their courses, increasing their efficiency and precision in taking design-decisions (e.g. ...
... The Educational Design Studio (Martinez-Maldonado et al. 2017) is a physical environment for multiple designers working in teams that is equipped with wall projectors, whiteboards, a digital tabletop, and other tools. These various displays allow for several representations of the designs being created. ...
Over the last 10 years, learning analytics have provided educators with both dashboards and tools to understand student behaviors within specific technological environments. However, there is a lack of work to support educators in making data-informed design decisions when designing a blended course and planning appropriate learning activities. In this paper, we introduce knowledge-based design analytics that uncover facets of the learning activities that are being created. A knowledge-based visualization is integrated into edCrumble, a (blended) learning design authoring tool. This new approach is explored in the context of a higher education programming course, where instructors design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without visualization. We studied the differences in terms of cognitive load, controllability, confidence and ease of choice, design outcomes, and user actions within the system to compare both conditions with the objective of evaluating the impact of using design analytics during the decision-making phase of course design. Our results indicate that the use of a knowledge-based visualization allows the teachers to reduce the cognitive load (especially in terms of mental demand) and that it facilitates the choice of the most appropriate activities without affecting the overall design time. In conclusion, the use of knowledge-based design analytics improves the overall learning design quality and helps teachers avoid committing design errors.
... The Educational Design Studio [7] is a physical environment for multiple designers working in teams that is equipped with wall projectors, whiteboards, a digital tabletop, and other tools. The various displays allow for several representations of the designs being created. ...
... The third question asked instructors to order the three type of visualizations by their level of usefulness. Next, 14+5 items were presented to instructors for gathering their feedback about the visualizations and the design tool (all of them were seven-point Likert scale: strongly disagree: 1, strongly agree: 7). The final open question gave instructors the opportunity to provide general suggestions or comments. ...
Although many efforts are being made to provide educators with dashboards and tools to understand student behaviors within specific technological environments (learning analytics), there is a lack of work in supporting educators in making data-informed design decisions when designing a blended course and planning learning activities. In this paper, we introduce concept-level design analytics, a knowledge-based visualization, which uncovers facets of the learning activities that are being authored. The visualization is integrated into a (blended) learning design authoring tool, edCrumble. This new approach is explored in the context of a higher education programming course, where teaching assistants design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without the visualization. We studied the differences in terms of cognitive load, design outcomes and user actions within the system to compare both conditions to the objective of evaluating the impact of using design analytics during the decision-making phase of course design.
... In educational design, this has corresponded to a shift to interdisciplinary teams designing more complex tasks [55][56], using a variety of tools [e.g. [57][58], for the student as the end user. The stakeholders in design for learning include instructors, designers and researchers, as well as the learners. ...
... Research on the intersection of technology, educational design and collaboration has focused on tools to support this collaboration [58] or collaborative practices [59], or the design of a course to accommodate a particular type of technology [e.g. MOOCs [60]; or online learning [61]]. ...
As a human-centred educational practice and field of research, learning analytics must account for key stakeholders in teaching and learning. The focus of this paper is on the role of institutions to support teachers to incorporate learning analytics into their practice by understanding the confluence of internal and external factors that influence what they do. In this paper, we reconceptualise 'teaching as design' for 'analytics-enabled teaching as design' to shape this discussion to allow for the consideration of external factors, such as professional learning or ethical considerations of student data, as well as personal considerations, such as data literacy and teacher beliefs and identities. In order to address the real-world challenges of progressing teachers' efficacy and capacity toward analytics-enabled teaching as design, we have placed the teacher-as a cognitive, social, and emotional being-at the center. In so doing, we discuss potential directions towards research for practice in elucidating underpinning factors of teacher inquiry in the process of authentic design.
... Recent publications (e.g. Thompson et al., 2018;Martinez-Maldonado et al., 2017) have attempted to capture these trends through outlining how exactly learning analytics can impact on the physical and virtual classroom. For learning analytics to deliver on the potential the field promises, there is a need to consider the translation and implementation process. ...
The field of learning analytics has progressed significantly since the first Learning Analytics and Knowledge (LAK) conference in 2011. In recent years, the emphasis on technical and statistical aspects of data and analytics has given way to a greater emphasis on what these data mean in the classroom context. This panel session is aimed at examining the emerging role that data and analytics play in understanding and supporting student learning in higher education. Specifically, the panel will focus on the importance of transdisciplinarity and how translation from data to action can occur in the classroom context. The aim of this session is to broaden the conversation about learning analytics within the ASCILITE community. From there, the panel will discuss ways in which learning analytics can have a greater impact on learning design in physical and digital learning environments.
... 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.
... On the other hand, Martinez-Maldonado et al. evaluated the collaborative design process from the perspective of the use of hardware, tools, and facilities to facilitate the design process [21]. To this end, they developed a studio containing dedicated digital devices for collaborative design, such as PCs, special tablets that can be projected onto the studio walls, and even a digital touch table that can be used together simultaneously by a group of designers. ...
Collaborative production is growing in its importance to the global economy, and along with it, so are other collaborative activities along the production chain, such as collaborative design. Nowadays, collaborative detail design can be implemented using Computer-Aided Design (CAD) through task sharing and Product Lifecyle Management (PLM) systems, but collaborative conceptual design is still poorly supported by CAD. Therefore, there is a need for a dedicated CAD platform that can support collaborative conceptual design as well. This paper contains the basic architecture for a CAD system used in collaborative conceptual–embodiment design, the proposed workflow for using the CAD system, and the design comparison method included in the system, that together comprise a CAD-based collaboration framework for conceptual–embodiment design. The framework is based on Coevolution Design Theory and developed such that it can be used to design complex products in an efficient, collaborative manner. A simple case study describing the use of the framework is included to illustrate how the framework can be used to design a product. In the future, this framework can be used to further develop and build a fully functional CAD system that will help designers to engage in a global collaborative setting.
... I min søgen efter forskning inden for temaet "samarbejde om laeremiddeludvikling" har det vaeret naturligt at tage udgangspunkt i en bred socio-materiel laeremiddelforståelse. Isaer i den engelsksprogede litteratur har jeg identificeret talrige analyser af potentialerne i specifikke teknologier (Goodyear, 2022;Martinez-Maldonado et al., 2017) og mere generelle projekter, der har set på, hvordan laererteams samarbejder i forbindelse med uddannelsesreformer, pensumaendringer o.l. (Binkhorst et al., 2015;Handelzalts, 2009). ...
Denne artikel undersøger, hvorvidt samarbejde om udvikling af læremidler har potentiale til at styrke samfundsfagslæreres professionelle identitet og epistemiske handlekraft. Ved at fokusere analytisk på den eksisterende samarbejdspraksis er det målet at identificere måder, hvorpå vi kan blive bedre til at håndtere de udfordringer, et accelererende postfaktuelt samfund stiller os over for som fagprofessionelle. Jeg fokuserer på erfaringerne fra to STX-skoler, for at illustrere og tydeliggøre mine pointer. Men tilgangen kan bruges mere generelt og bidrager til udviklingen af en ramme for udvikling af fagprofessionelle netværk og samarbejdsformer. Undersøgelsen bygger metodisk på et tematisk litteraturstudie, deltagerobservationer og tre semistrukturerede faggruppeinter-views. Litteraturstudiet bidrager indledningsvis til formuleringen af en generel teoretisk forventning om, hvad der henholdsvis hæmmer og fremmer samarbejde om læremiddeludvikling. I det efterfølgende empiriske arbejde zoomes ind på, hvordan samarbejdet bedrives ude på skolerne. For at kunne støtte faggruppesamarbejdet og styrkelsen af epistemisk handlekraft hos den enkelte underviser, beskrives afslutningsvis en tilgang til samarbejde om læremidler, der baserer sig på udviklingen af en faglig mikrokultur, der understøtter deling og kritiske dialoger.
... Higher education is one of the largest service sectors. Yet, few studies exist in the literature that explore and expand our understanding of the sector and improve higher education services from a service-design perspective (Carvalho & Goodyear, 2018;Martinez-Maldonado et al., 2017). From a practical perspective, the traditional way of providing services in higher education created a rift between 'what the higher education institutes offer' and 'what students need'. ...
A career counseling service (CCS) provides an important measure of student satisfaction and contributes to the shaping of a higher education marketing strategy. However, the body of knowledge in the higher education domain is scant on how a CCS is created and delivered to suit the needs of students and the wider society. This study uses an explorative multiple-case study of the CCS across three different cultural contexts: UK, Italy, and China. The study adopted a service ecosystem perspective, building on contingency theory (i)to analyze the CCS as a tri-level scheme – that is to say, at the micro, meso, and macro levels – and identify the themes and underlying constructs in the co-creation of the CCS at each level and (ii)to highlight the disparities in CCSs across different cultural contexts. Six dominant themes in CCSs emerged – namely, quality assurance, a student-centered approach, mental health, industry collaboration, promotion of service, and digital platforms. The findings revealed that the role of the CCS is transitioning from a mere job placement service to a strategic and administrative function, which interacts with and influences various actors in the higher education ecosystem. Across the different cultural contexts, disparities in the identified themes were ascertained and explained.
... Finally, because we wanted to capture all verbal interactions, we prevented students from writing down any information during their collaborative interactions. Future research could improve ecological validity by using technologies that simultaneously record written and spoken information (Martinez-Maldonado et al., 2017). This research has clear implications for instruction. ...
Background: Collaborative learning is a widely used approach where students gather in small groups to solve problems and develop skills. However, grouping students is not always effective, and it may be necessary to provide task-specific collaborative experiences to optimize their interactions for subsequent learning tasks.
Aims: To test this hypothesis, we conducted an experiment with 90 Ecuadorian students in their mathematics class. Sample: Participants were 90 Ecuadorian students (average age = 13.80 years, SD = .70; 48.89% female) from a private school in Sangolquí, who participated as part of their mathematics class.
Method: The experiment consisted of four phases: preparation, learning, retention one-day testing, and delayed seven-day testing. In the preparation phase, 15 triads received guidance on working collaboratively with quadratic equations (i.e., experienced groups), while 45 other individual learners worked independently. In the learning phase, 15 experienced triads and 45 individual learners (who were later divided into 15 non-experienced triads) received a new learning task in the domain of economics, precisely the break-even point.
Results: The experienced group outperformed the non-experienced group in the retention one-day test, investing less mental effort and demonstrating greater efficiency. However, there was no significant difference in the delayed one-week test. We analysed the interactions of the groups and found that experienced groups exhibited more cognitive, fewer regulatory, an equal number of emotional interactions, and fewer task-unrelated interactions than the non-experienced groups.
Conclusions
Providing task-specific collaborative experiences can reduce the cognitive load associated with transactional activities and increase learning in new tasks.
... This framework introduces co-authoring learning designs in a blended learning context to increase interaction and support the cultivation of LD skills. As collaborative LD requires supporting the collaborative learning paradigm of education (Makri et al., 2014;Martinez-Maldonado et al., 2017), we centre our attention on promoting interaction and collaboration among student teachers. In this line, we adopt best practices from relevant research, such as familiarising participants with wiki technology, providing content specifications that promote coediting, and peer-reviewing. ...
Harnessing the potential of wikis in teacher education is a significantly challenging task. Researchers suggest that incorporating wikis in the educational process requires a proper design rationale. This paper extends the previous research scope by proposing a wiki-based framework for organising collaborative Learning Design (LD) activities in teacher education. Aiming to exploit wiki’s functionalities to foster collaborative LD tasks, cultivate LD knowledge and promote collaborative learning behaviour, the innovation of the particular framework stands in two elements. The first one is setting a blended learning context organised around five stages by adapting Salmon’s model to gradually familiarise student teachers with wiki functionality, collaboration, and the LD process. The second one involves balancing individual and collaborative tasks through the five stages to cultivate trust and promote work-sharing among groups of student teachers. The proposed framework’s effectiveness has been explored in an empirical study conducted in a professional graduate diploma in education offered by a Greek Higher Education Institution. Following a convergent mixed-method research design, we collected quantitative and qualitative data such as the preservice teachers’ perceptions gathered through a survey questionnaire, the wiki logs and the wiki pages developed. Initial evidence is promising for the proposed framework’s potential to effectively utilise a wiki for collaborative LD and LD knowledge development. Also, a quite welcome finding regarding the potential of the proposed framework is the well-accepted collaborative writing among preservice teachers showing their commitment to author their learning designs and revise the content created by their peers.
... Design patterns gained popularity in the field of computer science, where software engineers use patterns to document and share reusable solutions to commonly occurring problems in software design (Gamma et al., 1994). The standard format of design patterns has also been widely adopted in the learning design community to capture and share design knowledge in education (Bergin et al., 2012;Goodyear, 2005;Laurillard, 2012;Martinez-Maldonado & Goodyear, 2016;Martinez-Maldonado et al., 2017;Mor et al., 2014). One pioneering project is the Pedagogical Pattern Collector (Ljubojevic & Laurillard, 2011), an online software that collects and archives generic pedagogical patterns containing the essential components of a learning design, including a context statement describing the setting, a learning objective as the problem and a sequence of learning tasks as the solution. ...
In the learning design community, there has been an increasing recognition of the value of positioning teaching as a design science, in which teachers craft and test effective learning conditions through a goal-oriented and evidence-based procedure. However, the existing models and tools supporting teachers’ design practice focus primarily on learning task configurations; very little account has been taken of the later phases of the design lifecycle, such as evaluation and redesign. The shortage of tools for articulating and supporting reflective design practice is a major barrier preventing design science from growing into mainstream educational practice. To bridge the gap between research and practice, this paper proposes an outcome-oriented and pattern-based model, capable of enabling teachers to design a course and test its effectiveness using principled methods appropriate to a design science. This model conceptualizes course design as a goal-oriented process of crafting and strategizing the use of design patterns to address different types of learning outcomes, and conducting pattern-informed learning analytics to inform intervention and redesign. When applied to the development of a real course, the preliminary results suggest that the model has some potential in engaging the teaching team in exercising reflective design practice featured with a disciplined course design procedure, rigorous testing, as well as evidence-based intervention and redesign, which in turn led to improved learning outcomes. This paper concludes with a discussion on the limitations of the model and the directions for future research.
... Recent studies suggest that collaborative course development could be a practical solution to combining learning designers' technical-pedagogical knowledge together with course instructors' expertise in practice, and Chao et al. (2010) found this particularly evident in the development of new courses "from scratch." Campbell et al. (2009) also determined that collaboration could bring about positive changes among learning designers and make them more active, while Martinez-Maldonado et al. (2017) found that face-to-face collaboration enhanced participants' mutual understanding and facilitated fluid group interactions. Nonetheless, despite the growing research interest in collaborative course development approaches, less is known about effective ways to substantiate such collaboration in practice. ...
Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio—an agile, intensive, iterative ID process—was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.
... Learning design authoring tools support teachers in creating learning activity plans, including description of tasks, supporting resources and tools and expected learning outcomes [10]. Although there are several learning design tools available, only a few of them provide co-design features [11][12][13] and they have been essentially oriented towards supporting co-design between teachers [14]. Our tool has been built upon the Ldshake [11] and the Ld-feedback [15] tools. ...
Voice inclusive pedagogy urges teachers to consider how they will act to incorporate children’s voices within their teaching practice. In blended learning environments, students’ views in technology-enhanced classrooms are a useful source of information that is often not utilised to its full potential. This demon-stration paper presents an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students. The platform supports teachers to collect students’ voices to define the main components of a lesson plan. It has integrated an inquiry feature to gather students’ feedback during the design process throughout the definition of the learning objectives, the activities and tools, and the procedures for reflection and assessment.
... For example, to help educators conceptualise the learning situation, some approaches suggest the use of artefacts such as sketches, notes and drawings (Muñoz-Cristóbal et al., 2018). However, despite the existence of several LD tools and artefacts, support for collaborative learning design is still scarce (Martinez-Maldonado et al., 2017). Notable exceptions include a few computer-based tools: the 'Ld-shake' tool, an environment created to facilitate team-based LD (Hernández-Leo et al., 2014) and the 'Educational Design Studio', which is an ecology of devices (e.g., multi-surface technologies, computers, cameras, microphones) and artefacts (e.g., notes) that support the co-creation of LDs (Martinez-Maldonado et al., 2017). ...
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.
... Instructional designs require multiple forms of expertise, content knowledge, pedagogical knowledge, and in the case of designing digital material, technological expertise (Mishra and Koehler 2006). Grouping teachers or teachers with design and/or technological experts increases the chance that all needed expertise is available, and it may create an atmosphere of mutual improvement and progress (see, e.g., Cober et al. 2015;Martinez-Maldonado et al. 2017). In addition, designing in mixed teams of teachers and experts is seen as an excellent learning opportunity for teachers (see, e.g., Lee and Kim 2014;Voogt et al. 2015). ...
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.
... However, it is not only the teaching delivery that may promote active learning and engage the student (Olasina, 2018) but also the physical learning space in which this happens, whether it is face-to-face, inclass or online (Thomas & Thorpe, 2018). Research in this area is very limited; there is literature describing implementations and data outcome measures (Martinez-Maldonado et al., 2017) and how the structure of learning environments affects the behaviour of learners (Thompson et al., 2013), but there is minimal literature describing the student experience and comparing learning environments. There has been little research into the impact of the physical space in which we learn, particularly with regard to purpose-built technology-rich learning spaces (Brooks & Solheim, 2014;Verdonck et al, 2018;Yeoman & Wilson, 2019), which could further enrich active learning. ...
Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p < 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces. Implications for practice or policy: Learning outcomes can be improved by investing in technology-enabled collaboration studios. Engagement and a sense of professional practice are enhanced by active learning in a technology-rich learning environment. Institutions should invest in technology-enabled active learning spaces.
... There is long-standing interest in the human-computer interaction community in designing shared displays to support group processes in different task settings [3,28,34,36,47]. Previous research, both on vertical wall-sized displays and tabletops, demonstrates the importance of referencing gestures over the shared displays for group communication and suggests multi-user input as a key feature for the design of shared displays [26,41,48]. ...
Multi-user input over a shared display has been shown to support group process and improve performance. However, current gesturing systems for instructional collaborative tasks limit the input to experts and overlook the needs of novices in making references on a shared display. In this paper, we investigate the effects of a single-user gesturing tool on the communication between trainer and trainees in a laparoscopic surgical training. By comparing the communication structure and content between the trainings with and without the gesturing tool, we show that the communication becomes more imbalanced and the trainees become less active when using the single-user gesturing tool. Our findings highlight the needs to grant all parties the same level of access to a shared display and suggest further directions in designing a shared display for instructional collaborative tasks.
... In sum, the tool allows groups of educational designers to configure the duration, scheduling, workflow and other characteristics of the learning tasks associated with a university course. Further details about the tool and its evaluation can be found in [36,37]. Importantly, CoCoDes provides the functionality for participants to: i) use the tabletop as the main working device, mirroring the view on the whiteboard -or vice versa (e.g. ...
The fast-growing proliferation of multi-device systems has been reshaping the contexts in which collaborative activity takes place. The evolving materialisation of multi-device environments (MDEs) is likely to have an impact on foundational CSCW research, in ways that go beyond studying cross-device interaction. Designers, developers and researchers are reporting emerging challenges in understanding, supporting and designing for complex collaborative activity in MDEs. We argue that the theoretical perspective of Instrumental Genesis can help unveil the complex, dynamic relationships between design, people, tools, tasks and activities in technology-rich MDEs. In this paper, we use extracts from our research on collaborative work in an MDE to illustrate how ideas from the theory of Instrumental Genesis can help reveal important aspects of change and stability. We show how collaborative design-in-use contributes to the joint evolution of MDEs and the working practices unfolding within them.
... ple, professional networks (De Laat et al. 2014), networks in higher education (Westh Nicolajsen and Ryberg 2014), in schools (Yeoman 2017; Thibaut et al. 2015), Fig. 10.1 Activity-Centred Analysis and Design (ACAD) framework. (Adapted fromGoodyear and Carvalho 2014, p. 59) libraries(Bitter-Rijpkema et al. 2014) and museums(Carvalho 2017) and design studio spaces involving multi-user and multi-surfaces(Martinez-Maldonado et al. 2017; ...
Networked learning practices are impacting the field of cultural heritage, both tangible and intangible, with implications for the way in which places of cultural significance are understood, managed, documented, engaged with and studied. Our research explores the intersection between walking, photography, technology and learning, investigating how mobile devices can be used to foster community participation and assess social value within a networked framework for digital heritage. The chapter introduces CmyView, a mobile phone application and social media platform in development, with a design concept grounded on both digital heritage and networked learning perspectives. CmyView encourages people to collect and share their views by making images and audio recordings of personally meaningful sites they see while walking outdoors in the natural or built environment. Each person’s walking trajectory (along with their associated images and audio files) then becomes a traceable artefact, something potentially shareable with a community of fellow walkers. The aim of CmyView is to encourage networked heritage practices and community participation, as people learn by documenting their own and experiencing others’ social values of the built environment. Drawing on a framework for the analysis and design of productive learning networks, we analyse the educational design of CmyView arguing that the platform offers a space for democratic heritage education and interpretation, where participatory urban curatorship practices are nurtured. CmyView reframes social value as dynamic, fluid and located within communities, rather than fixed in a place. The chapter presents preliminary findings of the activity of a group of four undergraduate students at an Australian university, who used CmyView to explore the immediate surroundings of their campus, in an activity outside of their formal curriculum. Participants interacted with the platform, mapping, capturing, audio recording their impressions and sites of interest in their walks. In so doing, they created shareable trajectories, which were subsequently experienced by the same group of participants on a second walk. The chapter concludes with a discussion about the impact of our research for the design of mobile technologies that embrace participation and sharing, through a networked learning perspective. The chapter brings together concepts that sit at the intersection of previously separate fields, namely, digital heritage and networked learning, to find their synergies.
... SyncrLD (Nicolaescu et al., 2013) enables synchronous co-editing of learning designs. Martinez-Maldonado et al. (2017) proposes a multi-surface approach to support face-to-face collaboration between practitioners when designing for learning. LdShake and Cloudworks are social networking platforms for sharing and discussing learning designs (Cross et al., 2012;Hernández-Leo et al., 2014b). ...
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.
... A great deal of research on educational design has considered the (upstream or early) conceptualisation phase (Conole, 2014;Hernández-Leo et al., 2014;Lejeune et al., 2009;Molenda, 2003;Mor & Mogilevsky, 2013;Smith & Ragan, 1999;Thompson, Ashe, Wardak, Yeoman, & Parisio, 2013;Wardak, 2014). Some of this research has emphasised the study of the tools and artefacts that designers use in this phase, such as notes, sketches, pictures and drawings (Conole, 2014;Craft, 2013;Hernández-Leo et al., 2014;Martinez-Maldonado et al., 2017;Mor & Mogilevsky, 2013;Thompson et al., 2013;Wardak, 2014). However, most of the approaches that are currently exploring the conceptualisation stage tend to limit their inquiry to this phase, rather than looking at the whole life cycle (Craft, 2013;Thompson et al., 2013). ...
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 result, the study of the artefacts generated and used by educational designers is also changing: from a focus on the final designed artefact (the product of the design process) to the many artefacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures). However, there is still a dearth of studies exploring the evolution of such artefacts throughout the learning design life cycle. A deeper understanding of these evolutionary processes is needed – to help smooth the transitions between stages in the life cycle. In this paper, we introduce the four-dimensional framework for artefacts in design (4FAD) to generate understanding and facilitate the mapping of the evolution of learning design artefacts. We illustrate the value of the framework by applying it in the analysis of an authentic design case.
... 1016/j.cie.2017.10.023 context-oriented design (Martinez-Maldonado et al., 2017), customized product design (Hosun, Istook, & Cassill, 2009), are developed for dealing with different application contexts. They permit to realize the product design by visualizing a virtual person using the virtual product in a virtual scenario. ...
As the successful implantation of CAD (computer-aided-design) technology in garment industry, the 3D virtual garment technology has attracted a great attention of textile/garment companies. However, wearer's perception on virtual garment in terms of fitting and comfort has never been systematically studied. In this paper, we propose an original customized 3D garment collaborative design process by integrating interactions between the designer and the specific consumer. In this context, a normalized sensory evaluation on garment fitting effects will be organized in a virtual environment, in order to enhance communications of the concerned actors on perception of products. Also, by learning from the measured distances between the garment surfaces and the mannequin (input) and sensory descriptors (output), we model the relationship between the garment design parameters and the human perception on fit of the finished virtual products. Using this model, we can estimate the fit perception for a specific garment size on a specific body shape without any real try-on experience. In practice, the proposed collaborative design process will permit to develop an online recommendation system for garment size selection and fit estimation. Furthermore, it will permit to recursively modify the initial garment patterns according to the consumer's fit preferences so that they can obtain a real personalized garment. In this way, the consumer will be directly involved in the product design process by performing a series of sensory evaluations on virtual garment fit in order to obtain a desired finished product. This process has been validated by creating a collection of T-shirts meeting requirements of various customers.
There is increasing pressure on instructors in tertiary settings to justify their practice with evidence; to describe and explain decisions made in the design of units, and the enactment of teaching. To do this effectively, educators need to be able to articulate the various steps and processes involved in research-informed planning and decision making. Fortunately, this requirement corresponds to a growing emergence of digital tools for data collection and analysis that are able to be connected to conceptual models of learning and teaching, and new methodological approaches, including learning analytic and AI techniques. I will demonstrate that collaborative approaches to research-informed practice can allow knowledge to be connected across disciplinary boundaries, supporting the integration of data analysis, technology development, design for learning, and pedagogical knowledge for the creation of innovative approaches to learning and teaching in higher education.Keywordstertiary educationresearch-informed practiceinterdisciplinary collaborationdesign for learning; educational data
El engagement es un constructo complejo relacionado con la motivación y la implicación, que se suele investigar con distintas metodologías y estrategias de análisis, dependiendo de su definición conceptual. Los sistemas de medidas automáticas computacionales empiezan a ser la forma más común de analizar las interacciones de los niños y niñas con herramientas y contenidos digitales. A continuación, se discute la aplicación de los distintos diseños de investigación del engagement durante el juego en la primera infancia y se reflexiona sobre la influencia de factores externos como el contexto, las diferencias culturales, el nivel de independencia de los adultos y las características de las apps seleccionadas.
Designing a lesson plan for science, technology, engineering, and mathematics (STEM) is an important skill in STEM teaching. It requires systematic training that begins at the pre-service stage. It is particularly difficult to help pre-service teachers (PSTs) develop their ability to design an integrated STEM learning unit that features competence-oriented, interdisciplinary, student-centered, authentic, and collaborative learning. Through three rounds of iterative design, this study aimed to develop a technology-enhanced STEM PST training solution. Each round of design sought to address practical issues that had been identified during the implementation of the training in the previous stage. When developing the program, we articulated five principles that guided our design, the final outcome of which was an online teacher training environment integrated with a visual learning design tool and a learning analytics function. We discuss the implications of our research in terms of recommended design principles for STEM PST training, and we suggest directions for future research on the cultivation of STEM learning design expertise.
Los estudios sobre el uso de tecnologías digitales por parte de niños y niñas indican un aumento de las pantallas en las escuelas, pero sobre todo en los hogares, desde 2013. Los menores ya emplean antes de los dos años smartphones y tablets para jugar, para comunicarse, para crear y para aprender. Para ellos las pantallas son parte de su vida cotidiana y una herramienta más de juego, mientras que para los educadores existen todavía importantes dudas sobre las posibilidades del medio interactivo para el desarrollo de los más pequeños a nivel cognitivo, afectivo y psicomotor. Investigar para conocer cómo los niños y niñas más pequeños interactúan con las tecnologías digitales es hoy más necesario que nunca.
Este libro pretende contribuir a la investigación en el campo de la interacción de los menores con las pantallas interactivas durante la primera infancia, y se difunde en abierto para llegar a todos los académicos interesados en esta área, pero también a los educadores y familias preocupadas por seleccionar y ofrecer recursos de calidad que contribuyan a un uso saludable, responsable y educativo de la tecnología por parte de los más pequeños.
El libro se estructura en dos partes, con una primera visión más conceptual y una consecuente perspectiva metodológica sobre la observación y el análisis de la interacción niño-pantalla.
Open Educational Resources (OER) are teaching and learning materials that are licensed to provide everyone the access to engage with them in several manners, such as adapting and reusing it. This work aims at developing an OER to support PhD candidates’ learning of research methods in Technology-enhanced Learning (TEL) as part of the Doctoral Education in Technology-enhanced Learning (DE-TEL) project. A survey was conducted by the DE-TEL project to collect information on the practices and challenges of doctoral education in TEL and to find out the topics that are relevant to the area but have few educational materials available. Preliminary results reveal that 103 PhD candidates from 25 different countries answered the survey. The main topic of their research in TEL is computing or information technology applied to learning, and the most relevant research method is design-based research. For this reason, a prototype of the OER module about design-based research is being designed and developed first. This paper presents the first outline of the prototype using the H5P tool, an open source and free to use tool that enables authors to create, share and reuse interactive HTML5 content, without the need for any technical skills. Then, this module is going to be piloted and evaluated by PhD candidates, so that the complete OER can be planned and created, encompassing the most relevant research methods to doctoral programs in TEL.
With the increasing number of students enrolled in fully online programs and subjects across different Australian universities, online education has become a popular higher education alternative. The University of Melbourne has responded to this challenge by establishing the Melbourne School of Professional and Continuing Education (MSPACE), where the learning designers (LDs), project managers, educational technologists, graphic designers and video producers work collaboratively with subject matter experts (SMEs) from across the university to create high-quality fully online graduate subjects. The case study presented in this article examines how MSPACE used this team-based approach to design and develop Psychodynamic Psychiatry, a six-week elective in the Master of Psychiatry. This paper examines a number of pedagogical challenges that arise when converting a pre-existing face-to-face subject to a fully online subject, as well as some relatively unique aspects in the design and development process utilised by MSPACE. While the approach provided by MSPACE currently focuses on supporting SMEs by providing access to third-space professionals, it is hoped that this will act as a conduit through which the SMEs are enculturated into the ways of design thinking for effective online teaching and learning practice.
Despite the ubiquity of learning in workplace and professional settings, the learning analytics (LA) community has paid significant attention to such settings only recently. This may be due to the focus on researching formal learning, as workplace learning is often informal, hard to grasp and not unequivocally defined. This paper summarizes the state of the art of Workplace Learning Analytics (WPLA), extracted from a two-iteration systematic literature review. Our in-depth analysis of 52 existing proposals not only provides a descriptive view of the field, but also reflects on researcher conceptions of learning and their influence on the design, analytics and technology choices made in this area. We also discuss the characteristics of workplace learning that make WPLA proposals different from LA in formal education contexts and the challenges resulting from this. We found that WPLA is gaining momentum, especially in some fields, like healthcare and education. The focus on theory is generally a positive feature in WPLA, but we encourage a stronger focus on assessing the impact of WPLA in realistic settings.
Building Information Modelling (BIM) is an approach to computer-enabled multi-disciplinary collaboration, communication and coordination. A BIM model is a consolidated digital data repository of a design, which facilitates seamless information exchange between stakeholders during a project lifecycle. BIM is the industry standard in the design and construction sector. It has strong synergies with the emerging concept of a “Digital Twin”, and BIM is pivotal to implementing innovations arising from this digital ecosystem. This chapter presents a new BIM knowledge framework which is founded on a collaborative design thinking approach. This new framework adopts emerging ontologies and technologies that enable collaborative design thinking and decision-making through better support for design representation and communication among users.
Researchers are increasingly exploring collaborative behaviour in complex socio-technical systems through in-the-wild investigations to understand, evaluate and technology. The space configuration and tools available in such activities are crucial for the successful collaboration of a group. This work offers an in-the-wild examination of six groups tackling a design project working in an artifact ecology, a space rich in physical and digital artifacts. We delve into the physical and digital space of each of the groups during a 3-month duration to obtain a rich understanding of their collaborative activities. The aim of this work is two-fold; provide summative narrations of each one of the five models of DiCoT to extract design implications and evaluate the usefulness of DiCoT as an analytical tool for understanding artifact ecologies. Through a rich dataset – interviews, focus groups, reflective diaries, online interactions, and video recordings – we construct a summative description of the group behaviour based on the methodological framework of Distributed Cognition for Teamwork. Drawing on these narrations, we provide design implications on the use of an artifact ecology as a shared space for design activities. Both outcomes are then used to evaluate the usefulness of DiCoT as an analytical tool for artifact implications.
As virtual teamwork in engineering becomes more central to the daily design activities of organizations around the world, it is increasingly important for team members to be able to easily and effectively share their visual ideas with remote teammates. However, sharing visual representations of ideas among virtual teammates is generally difficult and commonly hampered by various factors, making the process time-consuming and non-intuitive. In laboratory experiments and a case study, involving students from six different universities across the U.S. working as teams to build unmanned aerial vehicles (UAVs), the authors quantify how a collaborative sketching application (CSA) provides a significant benefit to design engineering activities for virtual teams. From the experiments and the case study, it was observed that such a tool improved users' understanding of each other's ideas when working in a virtual setting, improved the perceived equality of teammate contribution, and decreased the level of frustration experienced when working remotely. Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision‐making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes.
The chapters in this book both contribute to, and raise fundamental questions about, the knowledge that is valuable in the creation of good places to learn. Whether one is designing, managing or inhabiting a learning place, there are kinds of knowledge that can beneficially affect the relations between one’s activities and surroundings. What does this mean for research? Are there directions in which learning space research might be steered, or ways it might be organised, that might improve the likelihood of useful discoveries? While we are happy to agree that valuable knowledge often appears through serendipity , in this chapter we also argue that more explicit framings of the nature of useful knowledge can help strengthen our collective endeavours. More specifically, we provide some framing for the production of actionable knowledge in learning space research by: looking at the situations of designers , managers and users of space; attending to both analysis and design; factoring in both fast and slow (reflective , interpretive) modes of thought, and warning against the dangers of narrow ontological or epistemological assumptions. Understanding the relations between qualities of learning spaces and the vitality of valued learning activities is not straightforward. It requires diverse forms of knowledge and ways of knowing—linked in holistic, systemic or even ecological modes of knowledgeable action.
We propose a novel principled approach and the toolset to support collocated team-based educational design. We scaffold teams of teachers as designers creating rapid high-level course designs. We provide teachers with an ecology of digital and non-digital devices, an embedded design pattern library and a design dashboard. The toolset is situated within a purpose-built educational design studio and includes a set of surface devices that allow teachers to manipulate iconic representations of a course design and get real-time design analytics on selected parameters. The contribution of the paper is a description of the rationale for, implementation and evaluation of, an innovative toolset that sits in an ecology of resources to support collocated educational design.
There is a steadily growing interest in the design of spaces in which multiple interactive surfaces are present and, in turn, in understanding their role in group activity. However, authentic activities in these multi-surface spaces can be complex. Groups commonly use digital and non-digital artefacts, tools and resources, in varied ways depending on their specific social and epistemic goals. Thus, designing for collaboration in such spaces can be very challenging. Importantly, there is still a lack of agreement on how to approach the analysis of groups' experiences in these heterogeneous spaces. This paper presents an actionable approach that aims to address the complexity of understanding multi-user multi-surface systems. We provide a structure for applying different analytical tools in terms of four closely related dimensions of user activity: the setting, the tasks, the people and the runtime co-configuration. The applicability of our approach is illustrated with six types of analysis of group activity in a multi-surface design studio.
This chapter introduces the use of diagrammatic representations of learning flow patterns as a means of visualizing refinable IMS learning design (IMS-LD) templates. It argues that the incorporation of pattern-based IMS-LD templates in authoring tools, which graphically guide users to create their own learning designs, offers a solution to the problem of IMS-LD constructs not being familiar to educators because of its technical nature and text-based notation. Furthermore, this solution facilitates the reuse of good practices formulated as patterns, permitting a design process that promotes potentially effective results. This issue is especially important in collaborative learning designs, in which elicitations of desired social interactions are planned beforehand. Based on these ideas, the chapter also presents Collage, an IMS-LD editor which provides templates based on collaborative learning flow patterns (CLFPs), and includes an example drawn from a real scenario that shows the feasibility and usefulness of the approach.
Designers from various domains have relied extensively on the use of drawing
and sketching to communicate their design ideas. Domains such as architecture and
engineering design have well-established and refined visual languages. In these areas
significant research is dedicated to the study of drawing and sketching.
One design area that is lagging behind others is educational design. Very little is
known in this field about how participants in teams use drawing and sketching to
support their communication in design meetings. This study draws on an applied
ethnomethodological perspective to investigate how participants in educational design
meetings interact with each other, and with objects in their environment, while creating
and attending to drawings. Two case studies involving four separate groups of
designers were analysed. The first case involved the design of an educational blog and
the second the design of an educational game. The meetings were conducted in the
Design Studio, a purpose-built room for conducting research on educational design at
the University of Sydney. The studio features two writable walls, which were widely
used by the majority of participants in the study.
The participants in this study created various types of inscriptions. Inscriptions
are defined here as all types of drawings, sketches, and visual marks created in support
of design activity. Inscriptions entail a shift from mental representations to social
activity. A face-to-face design session often involves multimodal resources thus
requiring the analysis of other modes such as gestures. In this study gestures were often
used as an additional communicative channel. They functioned as complementary
representational means through which the participants made sense of the inscriptions.
Understanding the nuances involved in the way designers interact with inscriptions is a
necessary step for building better tools, which may support more effective
communication between experienced designers, and help novices as they learn to
negotiate the design process. This thesis contributes to our understanding of multimodal
communication in educational design team meetings and has implications for the
functioning of next-generation design tools and design environments, as well as for the
training of educational designers.
In March 2002, thirty-three experts in e-learning from four continents met each other for the first time in Valkenburg aan de Geul, a small village in the south of The Netherlands. Since then, the group, referred to as the Valkenburg Group, has met several times at different locations to explore how to improve the pedagogical quality of e-learning courses, in an interoperable way, with user-friendly tools. The general feeling of the experts was that most of the current e-learning offerings lack one or more of these aspects: they are of poor pedagogical quality, they lack portability, or they lack adequate tooling. Pedagogical quality is considered to be the key issue. To be successful, e-learning must offer effective and attractive courses and programmes to learners, while at the same time providing a pleasant and effective work environment for staff members who have the task of developing course materials, planning the learning processes, providing tutoring, and assessing performance.
Editors: Colin Tattersall and Rob Koper.
N.B. This article is reproduced with permission from Koper, R. and Tattersall, C. (2005) (Eds.) Learning Design: A handbook on modelling and delivering networked education and training. Berlin: Springer. More information about the book is available from http://www.springeronline.com/sgw/cda/frontpage/0,0,5-0-22-36633821-0,0.html [link checked 24 August 2005]
or from http://www.springer.com/computer/general+issues/book/978-3-540-22814-1 [link checked 26 August 2010]
Our goal in this article is to set out some important elements of a useful theory of design for learning. We aim to help understand what it means to design something, 2013 or some assemblage of things, to help other people learn. In offering what we believe to be a useful framework for thinking about design for learning, we address a number of key issues, including: how it is that something designed by one person can help other people learn; what kinds of things can be designed; how these things might also need to support the work of people (like teachers) whose job it is to support other peoples' learning; how learning usually has multiple layers and multiple goals - each of which may place different requirements on design - and how people who are learning can also be expected to modify that which has been designed.
This paper fuses research on CSCL and collaborative design for learning. It reports a study located in a novel multi-surface environment, configured to support small teams who are designing for other people's learning. Despite growing awareness in the CSCL community of the importance of design in teachers' work, there has been very little empirical research on how such design is carried out, or how design for CSCL can be supported and improved through the provision of better design tools and design methods. The paper offers an analysis of the work of four pairs of designers in our Multi-Surface Design Studio. These four dyads were completing a design task we set them, while simultaneously learning how to make good use of the various personal and shared digital tools, display surfaces and other resources in the studio. From observational and interview data, we show how collaborative design for learning needs to be understood as a complex, multiply-situated activity, in which design problem-solving, tools and space usage depend on the fluent deployment of intuitive knowledge about mutual awareness, shared perception, information persistence and movement.
An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative - an inquiry-based learning lesson on healthy eating aimed at secondary-school students from different perspectives, in a manner inspired by the plot structure of Kurosawa's film ''Rashomon''. 2013 In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, 2013 the ease of implementation of the computer-interpretable products' output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.
Direct-touch tablets are quickly replacing traditional pen-and-paper tools in many applications, but not in case of the designer’s sketchbook. In this paper, we explore the tradeoffs inherent in replacing such paper sketchbooks with digital tablets in terms of two major tasks: tracing and free-hand sketching. Given the importance of the pen for sketching, we also study the impact of using a blunt-and-soft-tipped capacitive stylus in tablet settings. We thus conducted experiments to evaluate three sketch media: pen-paper, finger-tablet, and stylus-tablet based on the above tasks. We analyzed the tracing data with respect to speed and accuracy, and the quality of the free-hand sketches through a crowdsourced survey. The pen-paper and stylus-tablet media both performed significantly better than the finger-tablet medium in accuracy, while the pen-paper sketches were significantly rated higher quality compared to both tablet interfaces. A follow-up study comparing the performance of this stylus with a sharp, hard-tip version showed no significant difference in tracing performance, though participants preferred the sharp tip for sketching.
Research on the enabling factors of innovation has most often addressed either the social component of organizations or the spatial dimensions involved in the innovation process. Few studies have examined the link from spatial layout and social networks to innovation. Social networks play important roles in structuring communication, collaboration, access to knowledge, and knowledge transformation. These processes are both antecedent to and part of the innovation process. Spatial layout structures patterns of circulation, proximity, awareness of others, and encounter in an organization. These interrelationships become fundamental to the development of social networks, especially those networks critical to the innovation process. This research explored associations between innovation within three partner organizations and the organization’s social and spatial structure. The organizations included: a nonprofit life sciences institute dedicated to translational research on cancer, the research laboratories of a multinational software corporation, and the quality control group of an automobile manufacturer. The study applied spatial analysis to map and characterize physical space in conjunction with survey data capturing social contacts among researchers at the three organizations. For one partner organization, we augmented these tools with location-tracking methods. It could be argued that sociometric surveys capture the ‘perceived’ social network. Social networks researchers have been very interested in assessing ‘real’ networks either as reliability checks on sociometric survey networks, or as stand-alone networks. Our use of an ultrawideband location system allowed us to assess networks in real time. In interpreting our results, we suggest that through exposure to moving others, locations with high metric choice may provide the opportunities for serendipitous encounters among individuals who may come from disparate parts of an organization. Whereas low mean distance to others may provide the enhanced connections necessary to mobilize the resources and attention to move innovative ideas forward. Results demonstrate the salience of both social and spatial dimensions in the processes of innovation. The research suggests two strong factors that appear to influence our results: the institutional context which characterizes or prioritizes certain innovation outcomes; the extent to which the physical facility design of organizations tends to concentrate or spatially distribute the research unit. Our findings indicate that relationships between salutary network positions and beneficial locales themselves derive from institutional contexts that shape the priorities, opportunities, goals and practices of discovery. We suggest that innovation is a process that occurs at the intersection of social and physical space, and moves toward a sociospatial science of design for innovation.
Collaboration on digital products - for instance in science, design or production - is typically being practiced using cumbersome means like sending document drafts back and forth among collaborators. Recent advances in Web technologies allow collaborators to synchronously edit artifacts. From an engineering perspective, adding (near) real-time, multi-user collaboration to single-user applications is a challenging task as it requires the implementation of features such as conflict resolution as well as propagation and visualization of updates in near real-time. In this paper, we present SyncLD, a collaborative system that was built for a community of practice on 'learning design' to support Web-based, synchronous collaborative editing of learning design models. The system was built on widget technology and implements propagation of edits using inter-widget communication based on the Extensible Messaging and Presence Protocol (XMPP) as well as synchronization of edits using Operational Transformation algorithms. A system evaluation shows that the near real-time collaboration features work as intended, and an end-user evaluation demonstrates the usefulness and usability perceived by practitioners. The core near real-time features are bundled in an open-source library that can be reused for building applications for similar use cases, hopefully propelling the future availability and adoption of near real-time collaboration as a standard feature in Web applications.
While a number of guidelines exist for the design of learning applications that target a single group working around an interactive tabletop, the same cannot be said for the design of applications intended for use in multi-tabletops deployments in the classroom. Accordingly, a number of these guidelines for single-tabletop settings need to be extended to take account of both the distinctive qualities of the classroom and the particular challenges of having various groups using the same application on multiple tables simultaneously. This paper presents a synthesis of conclusions drawn from an empirical analysis of the effectiveness of designs for small-group multi-tabletop collaborative learning activities in the wild. We use distributed cognition as a framework to analyze the small number of authentic multi-tabletop deployments and help characterize the technological and educational ecology of these classroom settings. Based on previous research on single-tabletop collaboration, the concept of orchestration, and both first-hand experience and second-hand accounts of the few existing multiple-tabletop deployments to date, we develop a three-dimensional framework of design recommendations for multi-tabletop learning settings.
Learning by design (LBD) has a long association with learning about complex environmental systems. This investigation traces the development of ideas within a group of five students engaged in a collaborative design process. Tasked with the design of an online educational resource, about a waterway of local significance, this group was one of three for which multiple streams of data (audio and video) were collected. Ideas central to the progression of their design were identified and represented visually over time, showing the impact of each group member and the facilitator, and discourse was coded according to the content code of the CPACS scheme. Four phases of design were identified and Markov-transition diagrams of the content were interrogated. This paper makes a contribution to our knowledge of the phases of design evident during LBD tasks, which could have implications for the design and management of such projects in the future.
This chapter surveys ICT-based tools and methods that support instructional designers in planning the delivery of learning systems. This field has evolved since the seventies through several paradigms: authoring tools, expert systems and intelligent tutoring systems, automated and guided instructional design, knowledge-based design methods, eLearning standards and social/cognitive Web environments. Examples will be given to illustrate each paradigm and the major trends will be uncovered. ICT has evolved rapidly, enabling new approaches to emerge, helping more people to design learning environments and building learning design repositories. More and more people are learning on the Web, using learning portals, information pages and interacting with other people, but still with insufficient educational support. New challenges make this field an exciting and blooming research area that has a bright future.
Modern instructional theories are characterized by their focus on rich, multidisciplinary and often collaborative learning
tasks that are somehow representative for authentic, real life tasks. This new view on learning heavily increases the complexity
of the design process and the resulting instructional systems. It is argued that computer-based instructional design (ID)
tools may help to deal with this growing complexity. A framework to distinguish different kinds of ID tools is presented.
This framework is then used to introduce the contributions to this special issue.
A Dutch policy scientist once said the information and knowledge in the twenty-first century has the shelf life of fresh fish, and learning in this age often means learning where and how to find something and how to relate it to a specific situation instead of knowing everything one needs to know. On top of this, the world has become so highly interconnected that we have come to realise that every decision that we make can have repercussions somewhere else. To touch as many bases as possible, we need to work with knowledgeable others from different fields (multiple agents) and take heed of their points of view (multiple representations). To do this, we make increasing use of computers and computer-mediated communication. If computer-supported collaborative learning (CSCL) is not simply a newly discovered hype in education, what is it and why are we writing a book about it? Dissecting the phrase into its constituent parts, we see that first of all CSCL is about learning, and in the twenty-first century this usually means constructivist learning.
This workshop was organized and presented by an international group of scholars interested in the advancement of automating instructional design. Although the principal leader for this effort was myself, each of the committee members devoted equally in time and effort in the total preparation and conducting of the workshop. Members of the organizing committee included Dr. Klaus Breuer from disce and the University ofPaderbom (Germany), Dr. Begofia Gros from the University of Barcelona, and Dr. Daniel Muraida and Dr. Michael Spector from the Armstrong Laboratory (USA). Dr. Gros participated as the co-director of the workshop and was directly responsible for the preparation and operation of the workshop in Sitges, Spain. The workshop was held in Sitges, a short distance from Barcelona, March 23-27, 1992. Because of preparations at that time for the 1992 summer Olympic Games in Barcelona, the workshop was moved to a more convenient location. The theme of the workshop included three main topics: planning, production, and implementation. Dr. Peter Goodyear, from the Lancaster University (England), presented the invited keynote address. During the four day workshop, 14 papers were presented and discussed. Following each of the three topic areas, Drs. Gros and Breuer led discussions critiquing the ideas presented.
This demonstration paper presents the Integrated Learning Design Environment (ILDE). ILDE is being developed in the METIS project, which aims at promoting the adoption of learning design by providing integrated support to teachers throughout the whole design and implementation process (or lifecycle). ILDE integrates existing free- and open-source tools that include: co-design support for teacher communities; learning design editors following different authoring and pedagogical approaches; interface for deployment of designs on mainstream Virtual Learning Environments (VLEs). The integration is designed so that teachers experience a continuous flow while completing the tasks involved in the learning design lifecycle, even when the tasks are supported by different tools. ILDE uses the LdShake platform to provide social networking features and to manage the integrated access to designs and tooling including conceptualization tools (OULDI templates), editors (WebCollage, OpenGLM), and deployment into VLEs (e.g., Moodle) via GLUE!-PS.
The IMS Learning Design (LD) specification enables the formal definition of teaching and learning flows. Several IMS LD authoring tools have been developed, most of them desktop based. There are few authoring tools that are deployed in a browser based environment, and some have built-in support for asynchronous collaboration during authoring via shared repositories. However, there are currently no tools available that enable synchronous, collaborative authoring in real-time. This demonstration presents SynC-LD, a novel widget-based tool that closes this gap. It supports browser-based, collaborative visual modeling of activity flows and the definition of IMS LD elements and their attributes. Multiple users can collaborate synchronously on the same learning design, which is achieved through inter-widget communication technology. Initial end-user trials show that the SynC-LD tool is usable and that IMS LD authors see potential in real-time IMS LD authoring.
In recent years, educational research on interactive surfaces such as tablets, tabletops, and whiteboards, and spaces such as smart rooms and 3D sensing systems has grown in quantity, quality, and prominence. Departing from the mouse-and-keyboard form of input, users of these systems manipulate digital information directly with fingers, feet, and body movements, or through a physical intermediary such as token, pen, or other tractable object. Due to their support for natural user interfaces, direct input and multiple access points, these educational technologies provide significant opportunities to support colocated collaborative and kinesthetic learning. As hardware becomes affordable, development environments mature, and public awareness grows, these technologies are likely to see substantial uptake in the classroom. In this chapter, we provide a foothold on the current technology development and empirical literature, highlighting a range of exemplary projects that showcase the potential of interactive surfaces and spaces to support learning across age groups and content domains. We synthesize across the existing work to formulate implications of these technological trends for the design of interactive educational technologies, the impetus for academic research based on such systems, and the advancement of future educational practice.
Winner of the 2014 AECT Design & Development Outstanding Book Award
Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively
Some educational innovation initiatives require practitioners to team up on the design of new learning activities. However, existing learning design tooling does not integrally support their tasks. Some tools enable authoring of designs, while other tools support sharing and commenting of learning design ideas, but none of them offers an integrated provision of technological features to support the work of design teams specifically. The requirements include team formation, the storage and retrieval of designs, and the promotion of interaction in the co-creation of designs. The LdShake platform has been conceived to enable sharing and co-editing of learning designs. This paper introduces LdShake’s technological features and evaluates to what extent they support the aforementioned requirements. A first evaluation context is focused on learning design, while a second one is devoted to devising research ideas. The results obtained in the two contexts are complementary, pointing out distinct affordances and user behaviors (e.g., on browsing designs) that depend on the characteristics of each context, while also bringing to light the relevance of LdShake’s social network related features. Overall, the design considerations proposed and the evaluation results obtained contribute toward an improved understanding of how to support networked teams.
Recent advances in design and technology have broadened the range of devices that enable human-computer interaction through multi-touch and increased their adoption in collaborative work settings. Since most of the research has focussed on optimal use of individual devices, we now need to expand our understanding of how these devices are used in concert and what is required to support user interactions across multiple devices. We conducted in-situ observations of team meetings that involve the use of a tabletop computer, tablet PCs, and a vertical display. The study shows how inscriptions and gestures naturally emerge around the content and how important it is to maintain their spatial congruence. Furthermore, the combination of the tablet PCs and the tabletop encourages the use of gestures and touch across devices. The users often apply sequential and synchronous gestures to bind the content and inscriptions across the devices in support of sense-making. The observed binding gestures extend the notion of multi-touch beyond the individual devices and require a unified approach to the touch and gesture support.
Despite the apparent maturity of the learning design field, and the variety of tooling available to support it, adoption among the teacher community (one of its alleged main targets) is still low. There is a lack of research on teachers’ perception and use of different technological learning design tools, as existing evaluations are often restricted to a single tool. In order to explore whether there are common factors hampering teacher adoption, and which tool features might appeal to different teachers, more studies involving multiple authoring tools are needed. This paper provides a first step in this direction, describing a mixed methods study performed around a professional development workshop with 18 university teachers from multiple disciplines. This workshop exposed teachers to two different authoring tools (WebCollage and EDIT2), as they learned to create computer-supported collaborative learning (CSCL) designs and implement them. The findings of our interpretive study (which included questionnaires, observations, or group discussion recordings) support the idea that there is no single tool or set of features that are globally perceived as better, although our evidence also highlights certain factors as important for participant teachers – amongst others, the integration of learning designs with the ICT platforms for enactment, as well as with other tools that they already use in their everyday practice.
Teacher involvement in curriculum design has a long tradition. However, although it fosters implementation of curriculum reforms, teachers encounter various problems while designing related to conditions set for the design process, and lack the knowledge and skills needed to enact collaborative design processes. Providing support to enhance teachers’ design expertise is essential, since most teachers are novice designers. However, little is known about the nature of the support offered to improve teachers’ design expertise. In this explorative study, six teachers and six facilitators offering support reflected on an enacted design process, the problems they experienced and the support offered. The findings indicate three gaps in teachers’ design expertise related to three domains (1) curriculum design expertise, (2) pedagogical content knowledge and (3) curricular consistency expertise. The outcomes of this study illustrate the importance of supporting teacher designers during the design process and enhancing teachers’ design expertise. By offering (tailored) support to teachers, the enacted design process and the quality of the design materials are expected to improve.
This article presents a model whose primary concern and design rationale is to offer users (teachers) with basic ICT skills an intuitive, easy, and flexible way of editing scripts. The proposal is based on relating an end-user representation as a table and a machine model as a tree. The table-tree model introduces structural expressiveness and semantics that are limited but straightforward and intuitive. This approach is less expressive and introduces less semantics than approaches based on workflow representations and complex meta-models. However, it may be enhanced to represent complex features such as by-intention grouping mechanisms, constraint checking or configuration of enactment frameworks. A usability test suggests that the model/interface is easy to use and that teachers avail themselves of the flexibility available to model scripts according to their perspectives.
We designed a tabletop brainwriting interface to examine the effects of time pressure and social pressure on the creative performance. After positioning this study with regard to creativity research and human activity in dynamic environments, we present our interface and experiment. Thirty-two participants collaborated (by groups of four) on the tabletop brainwriting task under four conditions of time pressure and two conditions of social pressure. The results show that time pressure increased the quantity of ideas produced and, to some extent, increased the originality of ideas. However, it also deteriorated user experience. Besides, social pressure increased quantity of ideas as well as motivation, but decreased collaboration. We discuss the implications for creativity research and Human–Computer Interaction. Anyhow, our results suggest that the Press factor, operationalized by Time- or Social-pressure, should be considered as a powerful lever to enhance the effectiveness of creative problem solving methods.
This paper presents Web Collage, an authoring tool developed to aid non-expert learning designers in the definition of assessments within Computer-Supported Collaborative Learning (CSCL) scripts. Web Collage fosters the consideration of assessments as a crucial aspect of CSCL scripts and tries to overcome the difficulties in their selection and configuration. Additionally, Web Collage supports the computational representation of CSCL scripts using the IMS Learning Design standard thus enabling the deployment and enactment of such scripts in compliant learning platforms. The paper describes the design process that Web Collage promotes, as well as the way the tool supports the interrelation of learning and assessment aspects of a script. Designers are also aided in the selection and application of widely accepted assessment techniques, by means of the application of assessment design patterns. The support of Web Collage to the design of CSCL scripts with assessments was evaluated in two studies, in which non-expert practitioners and experts drawn from the CSCL research community, respectively, assumed the role of script designers. The results indicate that the Web Collage successfully supports the task of assessment design for non-expert users, while they point out new research and development lines.
In order to facilitate product design and realization processes, presently, research is actively carried out for developing methodologies and technologies of collaborative computer-aided design systems to support design teams geographically dispersed based on the quickly evolving information technologies. In this paper, the developed collaborative systems, methodologies and technologies, which are organized as a horizontal or a hierarchical manner, are reviewed. Meanwhile, a 3D streaming technology, which can effectively transmit visualization information across networks for Web applications, is highlighted and the algorithms behind it are disclosed.
The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will be of most interest in a specific learning context and how to process, visualize, and analyze large amounts of data requires the use of analytical tools that adequately support the phases of the research process. In this article, we discuss the selection, processing, visualization, and analysis of multiple elements of learning and learning environments and the links between them. We discuss, using the cases of two learning environments, how structure affects the behavior of learners and, in turn, how that behavior has the potential to affect learning. This approach will allow us to suggest possible ways of improving future designs of learning environments.
The concept of "the object of activity" plays a key role in research based on activity theory. However, the usefulness of this concept is somewhat undermined by the fact that a number of problems related to its meaning and its contexts of use remain unsolved. This article is an attempt to address some of these problems. The article focuses on 3 potential sources of uncertainties and inconsistencies, which may be obstacles to a more fruitful application of the concept of the object of activity in both research and practice. The first source is difficulties related to translation of ideas, originally formulated by Leontiev (1959/1981) in Russian, into English. The second source is different interpretations of the concept of the object of activity within two contemporary approaches in activity theory, the one developed by Leontiev (1975/1978) and the one developed by Engestrom (1987). Finally, the article finds the original Leontiev (1975/1978) definition of the object of activity as "its true motive" problematic and calls for separating the object of activity from the motive of activity. The implications of that separation are discussed.
This chapter provides an introduction to and rationale for the book. It begins by arguing that in today’s technologically rich context, where content and services are increasingly free, we need to rethink approaches to the design of learning activities and content. This chapter begins with an overview of the context of modern education, before looking at the characteristics of today’s learners and how they are using technologies. The concept of ‘learning design’ is introduced and, in particular, the notion that making design processes more explicit and shareable will enable teachers to develop more effective learning environments and interventions for learners. It will help learners to make more sense of their educational provision and associated learning pathways.
Two studies were carried out with expert educational designers at Arthur Andersen and the Open University of the Netherlands to determine the priorities they employed when designing competence-based learning environments. Designers in a university context and in a business context agree almost completely on what principles are important, the most important being that one should start a design enterprise from the needs of the learners, instead of the content structure of the learning do main. The main difference between the two groups is that university designers find it extremely important to consider alternative solutions during the whole design process; something that is considerably less important by business designers. University designers also tend to focus on the project plan and the desired characteristics of the instructional blueprint whereas business designers were much more client-oriented and stressed the importance of “buying in” the client early in the process.
The more complex instructional design (ID) projects grow, the more a design language can support the success of the projects, and the continuing process of integration of technologies in education makes this issue even more relevant. The Handbook of Visual Languages for Instructional Design: Theories & Practices serves as a practical guide for the integration of ID languages and notation systems into the practice of ID by presenting recent languages and notation systems for ID; exploring the connection between the use of ID languages and the integration of technologies in education, and assessing the benefits and drawbacks of the use of ID languages in specific project settings.
The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology-enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory-informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.
Instructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross-disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional design.
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill-structured instructional design problem. Seven experienced designers used a think-aloud procedure to articulate their problem-solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed.
We have a large body of literature that describes and prescribes how to design instruction but a poor understanding of what expert instructional designers actually do in practice. This paper describes a study in which expert and novice designers were asked to think aloud as they solved a design problem. The resulting protocols were analyzed and compared. Important differences were identified between experts and novices and between apparent characteristics of expertise and descriptions of instructional design in the literature. The implications of these differences for assisting and training instructional designers are discussed.
The problems of efficiently producing effective instruction in areas such as industry, military, and vocational education are exacerbated by several complex factors: increasingly rapid change in technology; substantial variation in training needs and target populations within large organizations; inefficient mechanisms for performing formative evaluations; and a lack of means for efficiently incorporating new models of design into practice. In the context of these increasingly difficult problems, we present the Instructional Design Environment (IDE), a hypermedia system for designing and developing instructional material, including texts, interactive video disk, and intelligent tutoring systems. The representation of design analyses and specifications, and the design activities of IDE users are not constrained by any particular model of instructional design, but can be tailored to suit a wide range of such models. Although the system is continually evolving and exists in several forms, (Swartz and Russell, 1989) we discuss how the features of IDE suggest how computer-based design environments may provide ways simplifying the design problems for technical training in rapidly changing areas.
This chapter presents a brief history of scientific research into interactive tabletops, associated emerging technologies,
and commercial products. It summarizes and visualizes a body of scientific work, identifies major advances during the past
15 years, and thereby draws a picture of the research landscape to date. Key innovations during this period are identified
and their research impact is discussed. We synthesize historical information into a synoptic landscape including research
highlights, enabling technologies, prototypes, and products. On top of this landscape, we point out and trace innovations
as they stimulated and triggered key transitions in research and technology. These innovations have also played a major role
in leveraging ideas from a conceptual level to widespread adoption and use. Finally, the chapter examines possible future
trends of tabletop research, technologies, and applications.
Virtual Worlds have not been deployed widely in collaborative design, and their respective value is largely unknown. In this paper we make a combined use of established principles in design and computer-mediated communication studies to provide an account of their value for collaborative design by presenting three case studies concerned with: (a) review sessions of the architectural design of a cottage; (b) collaborative design of the interior space of an academic laboratory; (c) collaboration of design teams for the user interface design of a multimedia kiosk. We have found that collaborative design in VWs is a very engaging experience for remote participants and can add value to the activities of conceptual design and/or design review in the domains of design examined.