An Integrated Environment for Learning Design

Self Cite

Learning design is a research field which studies how to best support teachers as designers of Technology Enhanced Learning (TEL) situations. Although substantial work has been done in the articulation of the learning design process, little is known about how learning designs are experienced by students and teachers, especially in the context of schools. This paper empirically examines if a teacher inquiry model, as a tool for systematic research by teachers into their own practice, facilitates the connection between the design and data‐informed reflection on TEL interventions in two school communities. High school teachers participated in a learning design professional development program supported by a web‐based community platform integrating a teacher inquiry tool (TILE). A multiple case study was conducted aimed at understanding: (a) current teacher practice and (b) teacher involvement in inquiry cycles of design and classroom implementations with technologies. Multiple data sources were used over a one year period including focus groups transcripts, teacher interview protocols, digital artifacts, and questionnaires. Sharing teacher‐led inquiries together with learning analytics was perceived as being useful for connecting pedagogical intentions with the evaluation of their enactment with learners, and this differed from their current practice. Teachers’ reflections about their designs focused on the time management of learning activities and their familiarity with the enactment and analytics tools. Results inform how technology can support teacher‐led inquiry and collective reflective practice in schools.

Section: Teacher Inquiry Models and Technology Integrationmentioning

confidence: 99%

Teacher‐led inquiry in technology‐supported school communities

Michos¹,

Hernández‐Leo²,

Albó³

2018

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“…In fact, despite considerable research and development effort, the adoption of LD methods and tools seems to remain limited (Asensio-Pérez, Dimitriadis, Prieto, Hernández-Leo, & Mor, 2014;Hernández-Leo, et al, 2018). This issue has been explored by several researchers, frequently in relation to specific cases (eg, the specifications of IMS-LD, Neumann et al, 2010).…”

Section: Practitioner Notesmentioning

confidence: 99%

“…Certainly, as Conole () highlights, a crucial point is finding what mediating artefacts (tools and symbolic artefacts, proposed from the point of view of Vygotsky’s theoretical framework, and ) are used already by practitioners and what new artefacts can be created to support and guide the design process. In fact, despite considerable research and development effort, the adoption of LD methods and tools seems to remain limited (Asensio‐Pérez, Dimitriadis, Prieto, Hernández‐Leo, & Mor, ; Hernández‐Leo, et al ., ). This issue has been explored by several researchers, frequently in relation to specific cases (eg, the specifications of IMS‐LD, Neumann et al ., ).…”

Section: Introductionmentioning

confidence: 97%

Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: A literature survey

Dagnino¹,

Dimitriadis²,

Pozzi³

et al. 2018

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Learning Design (LD) research is oriented to support teachers in designing their teaching with the aim to provide a sound pedagogical background and to make effective use of resources and technologies. In spite of the significant number of LD approaches and tools proposed so far, their adoption is still very limited and this represents an unsolved challenge in the field of LD. This paper presents a systematic review of the literature about learning design tools, tackling the issue of adoption from two points of view: teachers’ needs in relation to LD tools and methods and possible barriers to their adoption. The review includes only research papers where teachers’ behaviours and opinions are directly explored and not purely theoretical papers. The search included five main academic databases in Technology‐Enhanced Learning (TEL) plus a search on Google about project reports; the resulting corpus included 423 papers: 26 of these, plus 3 reports were included in the final list for the analysis. The review provides a systematic overview of the knowledge developed in the LD field, focusing on a set of research gaps that need further exploration in the future.

“…The Integrated Learning Design Environment (ILDE) was the design platform. ILDE allows communities of educational designers to co-create and share learning designs both from scratch or using the templates provided (Hernández-Leo, Asensio-Pérez, Derntl, Pozzi, Chacón-Pérez, Prieto, & Persico, 2018).…”

Section: Methodsmentioning

confidence: 99%

Human‐centred design to empower “teachers as designers”

Garreta-Domingo¹,

Sloep²,

Hernández‐Leo³

2018

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Educators of all sectors are learning designers, often unwittingly. To succeed as designers, they need to adopt a design mindset and acquire the skills needed to address the design challenges they encounter in their everyday practice. Human‐centred design (HCD) provides professional designers with the methods needed to address complex problems. It emphasizes the human perspective throughout the design lifecycle and provides a practice‐oriented approach, which naturally fits educators’ realities. This research reports the experiences of educators who used HCD to design ICT‐based learning activities. A mixed‐methods approach was used to gauge how participating educators experienced the design tasks. The perceived level of difficulty and value of the various methods varied, revealing significant differences between educators according to their level of knowledge of pedagogy frameworks. We discuss our findings from the vantage point of educators’ pedagogical beliefs and how experience shapes these. The results support the idea that HCD is a valuable framework for educators, one that may inform ongoing international efforts to shape a science and practice of learning design for teaching.