A Transversal Analysis of Different Learning Design Approaches

Vignollet, Laurence; Ferraris, Christine; Martel, Christian; Burgos, Daniel

doi:10.5334/2008-26

Cited by 12 publications

(18 citation statements)

References 16 publications

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“…Though there is no widely-agreed consensus, they could be roughly summarized in the following ones (see Figure 1): the design of the learning scenario (Vignollet et al, 2008;Sobreira and Tchounikine, 2012); the instantiation of the designed activities to address the concrete tool instances, participants and groups that will be involved in the learning scenario (Dillenbourg and Tchounikine, 2007;Sobreira and Tchounikine, 2012); the execution of the activities themselves and their run-time management (Dillenbourg and Tchounikine, 2007;Sobreira and Tchounikine, 2012); and, eventually, the evaluation of those activities (Vignollet et al, 2008). Though this article deals with the management phase, in this section, we introduce our overall proposal, describing the connections between the design and management phases.…”

Section: General Approach: Scripting and Monitoring Alignment In Csclmentioning

confidence: 99%

Towards a script-aware monitoring process of computer-supported collaborative learning scenarios

Rodríguez‐Triana

Martínez‐Monés

Asensio-Pérez

et al. 2013

IJTEL

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Abstract. The increasing complexity of CSCL scenarios makes the classroom management highly demanding. Teachers invest considerable effort to design the learning scenario and to be aware of what happens during the enactment. We hypothesize that providing monitoring information closely related to the teachers' pedagogical intentions will help them to understand the unfolding of the learning situation, empowering them to intervene. This article presents a script-aware monitoring process which uses the knowledge about the learning design to guide the analysis of the educational data generated throughout the learning processes. The proposal is illustrated by an example based on a real CSCL scenario in an university course. This example shows how the script-aware monitoring provides useful feedback for the teacher and reduces the effort devoted to management tasks.

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Section: General Approach: Scripting and Monitoring Alignment In Csclmentioning

confidence: 99%

Towards a script-aware monitoring process of computer-supported collaborative learning scenarios

Rodríguez‐Triana

Martínez‐Monés

Asensio-Pérez

et al. 2013

IJTEL

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“…Moreover, the script life-cycle does not need to be lineal, with perfectly differentiated phases [6]. Nevertheless, different approaches have in common that, from the CSCL script's conception in the mind of its author, up to its final form ready to be used in a concrete computersupported scenario, the script has to traverse different human or computer agents, in which it is completed, particularized or modified.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, operationalization is used instead of instantiation (i.e. design, operationalization and execution) in [6].…”

Section: Introductionmentioning

confidence: 99%

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Lost in Translation from Abstract Learning Design to ICT Implementation: A Study Using Moodle for CSCL

Cristóbal

Prieto

Asensio-Pérez

et al. 2012

Lecture Notes in Computer Science

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Abstract. In CSCL, going from teachers´ abstract learning design ideas to their deployment in VLEs through the life-cycle of CSCL scripts, typically implies a loss of information. It is relevant for TEL and learning design fields to assess to what extent this loss affects the pedagogical essence of the original idea. This paper presents a study wherein 37 teachers' collaborative learning designs were deployed in Moodle with the support of a particular set of ICT tools throughout the different phases of CSCL scripts life-cycle. According to the data from the study, teachers considered that the resulting deployment of learning designs in Moodle was still valid to be used in real practice (even though some information is actually lost). This promising result provides initial evidence that may impulse further research efforts aimed at the ICT support of learning design practices in the technological context dominated by mainstream VLEs.

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“…This is the case of Vignollet [Vig08], who suggests a linear life cycle composed of three phases: modeling, operationalization and execution. This life cycle emerges from applying the three levels de ned in the IMS LD speci cation [IMS03] for the de nition of collaborative scripts.…”

Section: Introductionmentioning

confidence: 99%

GLUE!: An architecture for the integration of external tools in Virtual Learning Environments

Alario-Hoyos

Bote‐Lorenzo

Sánchez

et al. 2013

Computers & Education

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A mis padres. AcknowledgementsThe opening lines of this document serve to close this dissertation. In them, I want to sincerely thank all those who have made this work possible, and without whom this dissertation could not have been accomplished. First, I would like to thank my supervisors Miguel and Eduardo, with whom I share the credit of this work, and who have supported me throughout all these years in which we have worked together very closely. They believed in me from the very rst moment I ran into them, and they spent much time and e ort to make this dissertation succeed.Yannis is also one of the great minds that has most in uenced me over these years, and so I owe him much of this work. He insisted in showing me the right way, and he never hesitated to give me on-the-y advice or answers to my questions, despite his busy schedule. Of course, I have to specially thank Asen, Guillermo and Adolfo, who have very closely followed my dissertation, and with whom I had deep and intense discussions.Regarding the development tasks, I have been very lucky to be supported by David and Javier; without their work, this dissertation would have needed much more time, and the de- This fellowship gave me economic stability for almost three years and allowed me to make several short research stays abroad.Despite this ideal working environment, I could never have nished this dissertation without the support of my family and friends. Among them, special words of thanks are to Martín, iii Eduardo, Natalia, Miguel Ángel, Dani, Quini and many others who stood by my side to a greater or lesser extend throughout these years. Here, I would also like to remember all my college friends which led me to the front door of this PhD after a ve-year degree in which we all shared great times and memories.My parents, Julián and Tere, deserve my best words. They raised me in the values of sacri ce and knowledge. They always backed me up in every choice, and helped me overcome the di culties, and what is more important, they still keep doing it day by day. They are the ones that encourage me to get the best out of myself.Finally, my last words of gratitude must be for Bea, because she su ered this dissertation as I did. She was always by my side and never gave up on me. She gave me the strength to face this challenge, being even able to follow me to the end of the world. This dissertation proposes a middleware integration architecture called GLUE! (Group Learning Uniform Environment) that enables the lightweight integration of multiple existing external tools in multiple existing VLEs, overcoming these limitations. GLUE! fosters this integration by imposing few restrictions on VLE and tool providers, as well as by expecting an attainable e ort from developers. Besides, GLUE! facilitates the instantiation and enactment of collaborative learning situations within VLEs, leveraging the VLEs distinctive features for the management of users and groups. By means of GLUE!, practitioners may use external tools as if they were VLE built-in tools, and w...

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A Transversal Analysis of Different Learning Design Approaches

Cited by 12 publications

References 16 publications

Towards a script-aware monitoring process of computer-supported collaborative learning scenarios

Towards a script-aware monitoring process of computer-supported collaborative learning scenarios

Lost in Translation from Abstract Learning Design to ICT Implementation: A Study Using Moodle for CSCL

GLUE!: An architecture for the integration of external tools in Virtual Learning Environments

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