Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices

Bennett, Sue; Agostinho, Shirley; Lockyer, Lori

doi:10.1016/j.compedu.2014.10.016

Cited by 103 publications

(121 citation statements)

References 25 publications

(27 reference statements)

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“…Thus, there is an increasing interest to align LA with LD, as the former facilitates the transfer of tacit educational practice to an explicit rendition, while the latter provides educators with pedagogical context for interpreting and translating LA findings to direct interventions [10][11][12][13][14]. While there are abundant discussions on the value and impact of integrating LD into LA to improve teacher inquiry [13,14], only a few studies have empirically examined how teachers actually design their courses [15,16] and whether LD influences satisfaction, VLE behavior, and retention [9,[17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Mixing and Matching Learning Design and Learning Analytics

Nguyen¹,

Rienties²,

Toetenel³

2017

Learning and Collaboration Technologies. Technology in Education

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Abstract. In the last five years, learning analytics has proved its potential in predicting academic performance based on trace data of learning activities. However, the role of pedagogical context in learning analytics has not been fully understood. To date, it has been difficult to quantify learning in a way that can be measured and compared. By coding the design of e-learning courses, this study demonstrates how learning design is being implemented on a large scale at the Open University UK, and how learning analytics could support as well as benefit from learning design. Building on our previous work, our analysis was conducted longitudinally on 23 undergraduate distance learning modules and their 40,083 students. The innovative aspect of this study is the availability of fine-grained learning design data at individual task level, which allows us to consider the connections between learning activities, and the media used to produce the activities. Using a combination of visualizations and social network analysis, our findings revealed a diversity in how learning activities were designed within and between disciplines as well as individual learning activities. By reflecting on the learning design in an explicit manner, educators are empowered to compare and contrast their design using their own institutional data.

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Section: Introductionmentioning

confidence: 99%

Mixing and Matching Learning Design and Learning Analytics

Nguyen¹,

Rienties²,

Toetenel³

2017

Learning and Collaboration Technologies. Technology in Education

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“…In an interview-based study of 30 instructors, Bennett, Agostinho and Lockyer [3] identified student-related factors (e.g., cohort profile, learning objectives, feedback from past sessions) as one of the key factors (together with instructorsrelated factors and context-related factors) that influenced how instructors engaged in the design process.…”

Section: Introductionmentioning

confidence: 99%

Linking students' timing of engagement to learning design and academic performance

Nguyen

Huptych

Rienties

2018

Proceedings of the 8th International Conference on Learning Analytics and Knowledge

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In recent years, the connection between Learning Design (LD) and Learning Analytics (LA) has been emphasized by many scholars as it could enhance our interpretation of LA findings and translate them to meaningful interventions. Together with numerous conceptual studies, a gradual accumulation of empirical evidence has indicated a strong connection between how instructors design for learning and student behaviour. Nonetheless, students' timing of engagement and its relation to LD and academic performance have received limited attention. Therefore, this study investigates to what extent students' timing of engagement aligned with instructor learning design, and how engagement varied across different levels of performance. The analysis was conducted over 28 weeks using trace data, on 387 students, and replicated over two semesters in 2015 and 2016. Our findings revealed a mismatch between how instructors designed for learning and how students studied in reality. In most weeks, students spent less time studying the assigned materials on the VLE compared to the number of hours recommended by instructors. The timing of engagement also varied, from in advance to catching up patterns. Highperforming students spent more time studying in advance, while low-performing students spent a higher proportion of their time on catching-up activities. This study reinforced the importance of pedagogical context to transform analytics into actionable insights.

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“…Advindo da pesquisa em tecnologia educacional, o uso do learning design destina-se a apoiar professores universitários na elaboração de atividades online com seus alunos, de maneira que propiciem experiências de aprendizagem autêntica (Bennett, Agostinho & Lockyer, 2015). Alguns autores destacam ferramentas baseadas em tecnologia para dar suporte ao processo de design e criação de repositórios online para compartilhamento de exemplos e práticas de learning design (Agostinho, 2011;Conole & Culver, 2009).…”

Section: Learning Designunclassified

Learning Design and Technologies: Creating Collaborative Environments for the Learning Process

Assis

Almeida

2017

Revista Psicologia Da Educação

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ResumoNeste artigo, propõe-se o estudo para a criação de ambientes digitais de aprendizagem colaborativos para trocas e compartilhamento de métodos, estratégias e recursos de ensino e aprendizagem, para propiciar a inovação, dentro do conceito de learning design. O termo learning design pode ser utilizado para o processo de criação de um produto -um curso, por exemplo -ou para o resultado na forma de um produto, como o projeto do curso propriamente dito. Trata de um conjunto de atividades de ensino e aprendizagem, considerando-se desde o planejamento até a avaliação. Apresenta-se uma síntese de uma pesquisa realizada no Reino Unido, na qual se analisou uma ferramenta de apoio ao learning design. O objetivo da pesquisa era verificar se professores de ensino superior teriam interesse em usar esse tipo de ferramenta para apoiar processos de learning design. A ferramenta analisada na pesquisa foi o LDSE (Learning Design Support Environment). Achados da pesquisa mostraram que os participantes usam as TIC em suas práticas pedagógicas, entretanto, a documentação do planejamento das práticas pedagógicas raramente ocorre, o que pode significar que a adesão imediata para o learning design pode ser pequena, o que indica a necessidade de desenvolver processos formativos com foco na experiência de adoção de learning design. Palavras-chave: learning design, tecnologias de informação, tecnologias de comunicação, prática pedagógica, compartilhamento. AbstractThis paper proposes a study for the creation of collaborative digital learning environments to enable learning methods, strategies and resources, with the aim of bringing about innovation, within a concept of learning design. The term "learning design" can be used for the process of creating a product or for the product itself. It consists of a group of learning and teaching activities, from planning to evaluation.This paper presents a study carried out in the U.K., in which a learning design tool was analyzed. The objective of the study was to find out whether higher education teachers would be interested in using this kind of tool to support the learning design process. The research also conducted an investigation into the kinds of procedures teachers employed in their planning and sharing of pedagogical practices and to determine whether they used ICT (Information and Communication Technologies) to assist them in these activities. The tool analyzed was the LDSE (Learning Design Support Environment). The findings show that participants do use ICT in their pedagogical practices. However, there is hardly any planning documentation for pedagogical practices, which might mean that, although many higher education teachers welcome initiatives that allow the use of these tools, their employment in the area of learning design is very limited.Key words: learning design, information technology, communication technology, pedagogical practices, sharing. ResumenEste artículo estudia una propuesta de creación de ambientes digitales de aprendizaje colaborativos para intercambiar y compa...

show abstract

Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices

Cited by 103 publications

References 25 publications

Mixing and Matching Learning Design and Learning Analytics

Mixing and Matching Learning Design and Learning Analytics

Linking students' timing of engagement to learning design and academic performance

Learning Design and Technologies: Creating Collaborative Environments for the Learning Process

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