Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring

Hernández‐Leo, Davinia; Asensio-Pérez, Juan I.; Dimitriadis, Yannis; Bote‐Lorenzo, Miguel L.; Abellán, Iván M. Jorrín; Villasclaras-Fernández, Eloy D.

doi:10.2316/journal.208.2005.4.208-0865

Cited by 39 publications

(27 citation statements)

References 12 publications

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“…In this thread, the notion of Design Patterns (Alexander 1997) has been adopted and the concept of Collaborative Learning Flow Patterns (CLFP) (Hernández-Leo et al 2005) has been proposed as a way to describe and communicate the design of online collaborative learning activities in an effective way. To reify the concept of CLFP, some tools have also been implemented, e.g.…”

Section: Learning Design and Pedagogical Planning In Csclmentioning

confidence: 99%

Sustaining learning design and pedagogical planning in CSCL

Pozzi

Persico

2013

Research in Learning Technology

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This paper tackles the issue of learning design and pedagogical planning in the context of computer-supported collaborative learning (CSCL). In this sector, we witness the same variety of approaches and tools that we find in the technologyenhanced learning (TEL) research field. In particular, in the CSCL context, notions such as ''Collaborative Learning Flow Patterns'' (CLFP) or ''collaborative scripts'' have been used to describe and/or run online collaborative learning activities and, consequently, tools have been implemented to reify these concepts and visualise the designs. Despite the differences, most of the existing tools support the representation of learning designs that are already ''in the designer's mind'', while fewer tools specifically aim to provide guidance and support to CSCL designers in the early phases of the design process, that is, when they have to make critical decisions concerning the educational approach, the tools to be used, and the ways to engage the target population. This paper, while focusing on this gap in CSCL research, proposes a unifying model, aimed at supporting pedagogical planning and decision making in the CSCL design process based on the interplay of four model components: Task, Teams, Time and Technology.

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Section: Learning Design and Pedagogical Planning In Csclmentioning

confidence: 99%

Sustaining learning design and pedagogical planning in CSCL

Pozzi

Persico

2013

Research in Learning Technology

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“…IMS LD have motivated developments in authoring using tools that exploit IMS LD concepts, such as the Unit of Learning (UoL), or are IMS LD compliant ( [16] …”

Section: Learning Design Toolsmentioning

confidence: 99%

Autonomic Computing and Ontologies to Enable Context-aware Learning Design

Charlton

Magoulas

2010

2010 22nd IEEE International Conference on Tools With Artificial Intelligence

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Abstract−. Semantic web technologies and autonomic computing principles are combined in this paper in an attempt to design and build a learning design environment that possesses context-aware features. Our approach builds on the features of self-management and organisation of autonomic computing but uses self-configuration as a means to extend a knowledge-based inference through the design of meta-level inference. Thus, the context inference is modelled using a meta-interpreter and self-configuration rules. The details of our approach are presented demonstrating the use of self-configurable inferencing to support the creation and use of context-paths across learning design domain concepts. The paths exploit ontology alignment principles to determine contextual relevance between user learning designs and core system knowledge.

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“…Furthermore, methods determine which roles are assigned which activities at what time. In analogy to a theater script methods are structured as plays with acts and role-parts (Hernández-Leo et al, 2005).…”

Section: Ims-ldmentioning

confidence: 99%

The Role of Personal and Shared Displays in Scripted Collaborative Learning

Streng¹

2009

Human-Computer Interaction – INTERACT 2009

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iii ABSTRACTOver the last decades collaborative learning has gained immensely in importance and popularity due to its high potential. Unfortunately, learners rarely engage in effective learning activities unless they are provided with instructional support. In order to maximize learning outcomes it is therefore advisable to structure collaborative learning sessions. One way of doing this is using collaboration scripts, which define a sequence of activities to be carried out by the learners. The field of computer-supported collaborative learning (CSCL) produced a variety of collaboration scripts that proved to have positive effects on learning outcomes. These scripts provide detailed descriptions of successful learning scenarios and are therefore used as foundation for this thesis.In many cases computers are used to support collaborative learning. Traditional personal computers are often chosen for this purpose. However, during the last decades new technologies have emerged, which seem to be better suited for co-located collaboration than personal computers. Large interactive displays, for example, allow a number of people to work simultaneously on the same surface while being highly aware of the co-learners' actions. There are also multi-display environments that provide several workspaces, some of which may be shared, others may be personal. However, there is a lack of knowledge regarding the influence of different display types on group processes. For instance, it remains unclear in which cases shareable user interfaces should replace traditional single-user devices and when both personal and shared workspaces should be provided. This dissertation therefore explores the role of personal and shared workspaces in various situations in the area of collaborative learning. The research questions include the choice of technological devices, the seating arrangement as well as how user interfaces can be designed to guide learners.To investigate these questions a two-fold approach was chosen. First, a framework was developed, which supports the implementation of scripted collaborative learning applications. Second, different prototypes were implemented to explore the research questions. Each prototype is based on at least one collaboration script. The result is a set of studies, which contribute to answering the above-mentioned research questions. With regard to the choice of display environment the studies showed several reasons for integrating personal devices such as laptops. Pure tabletop applications with around-the-table seating arrangements whose benefits for collaboration are widely discussed in the relevant literature revealed severe drawbacks for text-based learning activities. The combination of laptops and an interactive wall display, on the other hand, turned out to be a suitable display environment for collaborative learning in several cases. In addition, the thesis presents several ways of designing the user interface in a way that guides learners through collaboration scripts. ACKNOWLEDGMENTST...

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Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring

Cited by 39 publications

References 12 publications

Sustaining learning design and pedagogical planning in CSCL

Sustaining learning design and pedagogical planning in CSCL

Autonomic Computing and Ontologies to Enable Context-aware Learning Design

The Role of Personal and Shared Displays in Scripted Collaborative Learning

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