Diagrams of learning flow patterns' solutions as visual representations of refinable IMS Learning Design templates

Hernández‐Leo, Davinia; Villasclaras-Fernández, Eloy D.; Asensio-Pérez, Juan I.; Dimitriadis, Yannis

doi:10.4018/978-1-59904-729-4.ch020

Cited by 8 publications

(10 citation statements)

References 12 publications

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“…According to the definition of jigsaw given by [17], this pattern is especially intended for contexts in which several small groups are facing the resolution of the same problem, and typically, the problem to be solved is complex and can be easily divided into sections or independent sub-problems. For such context, this pattern provides some guidelines (a collaborative learning flow and a schema for group structuring) devoted to promote the feeling that team members need each other to succeed (positive interdependence), to foster discussion in order to construct student's knowledge, and to ensure that students must contribute their fare share (individual accountability).…”

Section: Context and Methodologies Of The Studymentioning

confidence: 99%

Towards a Monitoring-Aware Design Process for CSCL Scripts

Rodríguez‐Triana

Martínez‐Monés

Asensio-Pérez

et al. 2012

Lecture Notes in Computer Science

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Abstract. Scripting and monitoring are two well-known strategies to enhance collaboration in CSCL settings. Teachers are incorporating them increasingly into their practice, however it is not common to find both of them aligned. We are working on the definition of a learning design process that takes monitoring issues into account and leads to better and more efficient monitoring when the scripts are put into practice. Moreover, if the learning design is based on patterns, the information given by these patterns can help to shape this enhanced design process. This paper presents a pilot study where a participatory design approach was followed. The first author and a teacher co-designed a CSCL situation in higher education based on the Jigsaw pattern. The analysis of the co-design process gave us a first structure of the data to be considered in monitoring-aware learning designs and a set of measures for enhancing monitoring at design-time.

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Section: Context and Methodologies Of The Studymentioning

confidence: 99%

Towards a Monitoring-Aware Design Process for CSCL Scripts

Rodríguez‐Triana

Martínez‐Monés

Asensio-Pérez

et al. 2012

Lecture Notes in Computer Science

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“…The collaboration script implemented a two-level Pyramid CLFP [10]. At level-1, groups of 2 participants attended to a face-to-face lab session to carry out the first activity.…”

Section: Context and Methodologies Of The Studymentioning

confidence: 99%

“…Let us suppose that a teacher is designing a collaborative learning situation that implements a Brainstorming CLFP [10]. In this activity, students, working in pairs, have to collect the relevant keywords related to a lesson, putting them altogether in a list.…”

Section: An Illustrative Examplementioning

confidence: 99%

“…The analysis of two CLFPs, Brainstorming and Pyramid [10], is presented in sections 2.3 and 3.2. The result of this process, the monitorable collaboration schema, will guide the data gathering during the enactment of the learning situation, focusing on monitoring those key aspects of the script.…”

Section: Pattern-based Guidance Of the Monitoring Of The Collaborativmentioning

confidence: 99%

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Monitoring Pattern-Based CSCL Scripts: A Case Study

Rodríguez‐Triana

Martínez‐Monés

Asensio-Pérez

et al. 2011

Towards Ubiquitous Learning

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Abstract. Two strategies have been proposed in CSCL to foster effective collaboration: structuring the learning scenario by means of collaboration scripts and monitoring interactions among participants in order to detect and regulate potential deviations from the initial plan. In order to help teachers in this endeavor, we propose to combine these two approaches by means of a process where design takes into account the especial requirements posed by monitoring, and monitoring is informed by the characteristics of the scripts that must be met to achieve the learning goals. These desired features are obtained from the constraints defined by the collaborative-learning flow patterns on which the scripts are based. The result is an automated and higher-level view about the evolution of the learning process, integrating the data gathered from the different tools. This paper also presents a case study based on an authentic experience in higher education where these ideas were tried out.

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“…In learning scenarios, design patterns have the potential to make the connections between the design (or even theory) and teaching/learning practice more explicit (Diggelen & Overdijk, 2009). However they have not yet enjoyed wide uptake in educational contexts (Hernández-Leo, Villasclaras-Fernández, Asensio-Pérez, & Dimitriadis, 2007) even though some educational design tools have taken a patterns-based approach (e.g. Sobreira & Tchounikine, 2012;Villasclaras-Fernández, et al, 2013).…”

Section: Trial One: Workhops With Expert Usersmentioning

confidence: 99%

Supporting collaborative design activity in a multi-user digital design ecology

Martínez-Maldonado

Goodyear

Carvalho

et al. 2017

Computers in Human Behavior

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Across a broad range of design professions, there has been extensive research on design practices and considerable progress in creating new computer-based systems that support design work. Our research is focused on educational/instructional design for students' learning. In this sub-field, progress has been more limited. In particular, neither research nor systems development have paid much attention to the fact that design is becoming a more collaborative endeavor. This paper reports the latest research outcomes from R&D in the Educational Design Studio (EDS), a facility developed iteratively over four years to support and understand collaborative, real-time, co-present design work. The EDS serves to (i) enhance our scientific understanding of design processes and design cognition and (ii) provide insights into how designers' work can be improved through appropriate technological support. In the study presented here, we introduced a complex, multiuser, digital design tool into the existing ecology of tools and resources available in the EDS. We analysed the activity of four pairs of 'teacher-designers' during a design task. We identified different behaviors -in reconfiguring the task, the working methods and toolset usage. Our data provide new insights about the affordances of different digital and analogue design surfaces used in the Studio.

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Diagrams of learning flow patterns' solutions as visual representations of refinable IMS Learning Design templates

Cited by 8 publications

References 12 publications

Towards a Monitoring-Aware Design Process for CSCL Scripts

Towards a Monitoring-Aware Design Process for CSCL Scripts

Monitoring Pattern-Based CSCL Scripts: A Case Study

Supporting collaborative design activity in a multi-user digital design ecology

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