open review

For the Art and Science of Learning Design workshop, we are experimenting with an open review process. 

Authors are invited to opt-in to this scheme, under the understanding that it is completely voluntary, and joining or not will in no way adversely affect their chances of acceptance. 
The procedure we propose is very simple:
  • The submissions which have opted in to open review will be added as attachments to this page.
  • Each submission will be listed here, by name, authors and abstract, with a link to the attachment.
  • Each submission will be posted on google plus, and a link to the post will be provided next to its listing here.
  • Members of the programme committee will be advised to consider the comments and "+1"s when they review these submissions, but base their final recommendations on their personal professional judgement.
  • Authors will be advised to consider the comments in the public discussion, and address them at their discretion. 

Contents

  1. 1 Persico Donatella and Pozzi Francesca: SUSTAINING LEARNING DESIGN AND PEDAGOGICAL PLANNING IN CSCL
  2. 2 Yannis Dimitriadis, Luis Pablo Prieto and Sara Villagrá-Sobrino: Designing for enactment: Multi-level patterns and routines in teacher practice
  3. 3 Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrino: Representing learning design and classroom orchestration through atomic patterns
  4. 4 Michael Derntl: OpenGLM: The Open Graphical Learning Modeller
  5. 5 Egon Werlen and Per Bergamin: Collaborative scaffolding within multiple-choice exercises
  6. 6 Andrew Manches: Designing Numerical Representations for Young Children
  7. 7 Mary Katsamani and Symeon Retalis: CADMOS Learning Design tool
  8. 8 Helen Walmsley: The e-Design Template: a pedagogic guide for e-learning designers
  9. 9 Emma Mercier, Steve Higgins and Phyo Kyaw: Tools for Designing the Collaborative Classroom: SynergyNet Analysis Tool
  10. 10 John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’
  11. 11 Ghislandi & Cumer: Making academic eLearning accessible
  12. 12 Hernández-Leo, Abeniapa, Moreno, Chacón & Blat: Let’s shake on it: co-editing and sharing diverse learning designs
  13. 13 Laurillard & Masterman: Re-envisioning Pedagogic Planning: the Learning Designer
  14. 14 Mckenney: Designing and researching technology enhanced learning for the zone of proximal implementation
  15. 15 Corfield: Supporting Course Development with using an Information, Advice & Guidance Tool
  16. 16 Ljubojevic: Pedagogical Pattern Collector software tool

Persico Donatella and Pozzi Francesca: SUSTAINING LEARNING DESIGN AND PEDAGOGICAL PLANNING IN CSCL

PDF
Category: Extended abstracts and position papers
Topics:    Practices & Methods, Theoretical frameworks

This paper proposes a framework based on 4Ts (Task, Team, Time and Technology) describing the main dimensions ofpedagogical planning of Computer Supported Collaboraiove Learning ativities. The four dimensions are interdependent and design decions concerning each of them shouldtake int account the other three. It is proposed that this framework is used in connection with the other Learning Design resources and tools presented at the workshop.

Valerie Emin and Jean-Philippe Pernin: ScenEdit: an intention-oriented learning design authoring tool
PDF
Category: Software or Design Method
Topics:     Software Submission

This paper presents the ScenEdit authoring environment, a graphical tool dedicated to design learning scenarios. The environment is based on the ISiS goal-oriented model we have elaborated to structure the design of scenarios by teachers-designers and to favour sharing and reuse practices. The environment allows teacher-designers to structure the design of scenarios by eliciting intentions, strategies and interactions included in the ISIS framework. ScenEdit aims to favor sharing and reusing practices by providing patterns for each type of component (intention, strategy and interactional situation). We present here the main functionalities of the environment through an example of a learning scenario.
Open reviewhttps://plus.google.com/u/1/102352099876644260792/posts/XqxCvGERhjP

Yannis Dimitriadis, Luis Pablo Prieto and Sara Villagrá-Sobrino: Designing for enactment: Multi-level patterns and routines in teacher practice

PDF
Category: Extended abstracts and position papers
Topics:     Practices & Methods

Although there exist many approaches and frameworks for the design of learning activities, from different theoretical and pedagogical standpoints, very few of them take into account the fine-grained, contextual logistics that are required to enact those designs in an authentic classroom. These enactment aspects, especially when ICT and multiple collaboration levels are in play, have been termed "orchestration" in the recent years. This paper proposes an approach for learning design based on the concept of patterns of different levels, that tries to address the orchestration of activities by teachers in authentic classrooms. This approach does not enforce a theoretical or pedagogical point of view, and it may be thought of as a complement to other LD approaches, in order to make them fitter for its comprehension and enactment by teachers in authentic situations.

Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrino: Representing learning design and classroom orchestration through atomic patterns

PDF
Category: Extended abstracts and position papers
Topics:     Representations

Learning designers have tried to find new ways of conceptualizing their designs in a graphical way, both to communicate with others and for themselves to reflect and create new designs. However, few representations of LD take into account how the activities will actually unfold when the design is enacted in a classroom. This paper proposes a representation for learning designs (especially collaborative learning designs using multiple ICT tools), which tries to depict how the activities are actually enacted by the teacher in the classroom, using the notion of "atomic patterns". This notion can be used by designers to provide more detail into how the different elements of the classroom ecosystem can be used, as well as by teachers to enrich their own learning designs. Initial evidence from teacher workshops in primary and higher education is also provided.
Open reviewhttps://plus.google.com/u/1/102352099876644260792/posts/ipE6etmxix4

Michael Derntl: OpenGLM: The Open Graphical Learning Modeller

PDF
Category: Software or Design Method
Topics:     Software Submission

In this paper I present the Open Graphical Learning Modeller (OpenGLM), an open-source learning design authoring tool which supports IMS Learning Design at levels A and B. The tool was conceived to facilitate non-IMS LD experts in creating, sharing and reusing units of learning. To achieve this, OpenGLM focuses on two features that differentiate it from most other IMS LD authoring tools. First, it adopts a visual modelling metaphor that conceals the complex and unintuitive elements and structures of IMS LD from the graphical user interface. Second, it provides built-in search, import and export access to an open repository which hosts more than 80,000 educational resources ranging from single learning objects to full online courses.
Open reviewhttps://plus.google.com/u/1/102352099876644260792/posts/hFns2ZugRBU

Egon Werlen and Per Bergamin: Collaborative scaffolding within multiple-choice exercises

PDF
Category: Extended abstracts and position papers
Topics:    Practices & Methods

Collaborative scaffolding within multiple-choice exercises (COSAMUI) is an online learning activity fully integrated in a learning management system (Moodle 1.9) and integrates different approaches of adaptive scaffolding, multiple choice, and student collaboration to foster self-regulation and at least also enhance learning performance. Scaffolding is a structured educational strategy aiming to support students learning by controlling initially difficult components. In technology-enhanced learning environments scaffolding process is a technology-mediated support (tools, strategies, guides). Creating and implementing adaptivity and collaboration, which are crucial factors to enhance the effectiveness of scaffolds, need specific instructional arrangements. Another component, which influences the scaffolding process of learning, includes the learning tasks (in our case Multiple Questions). At the Swiss Distance University of Applied Sciences (SDUAS) we distinguish three principal learning forms: self-study, online contacts, and face-to-face meetings. Based on the approaches and due the fact that solving of multiple choice is a common well known form of learning exercise by our students, teachers, and course authors, we decided to develop COSAMUI. We designed a learning process in eight sequences: Face-to-face meeting, creating tandems (working teams), choosing the topic, planning the activity, proposing answers with comments, reviewing the partners comments, solving the quiz, monitoring the results and deciding possible repetitions of the quiz. Eight experts tested a α-version and participated in a qualitative evaluation with positive results concerning the collaboration, the comment and review process (forum discussion), negative points included most notably usability problems. These results helped to ameliorate the collaborative scaffolding that will be integrated and evaluated in a learning module with totally 10 classes and 157 students. We will analyse quantitative data of the collaborative scaffolding effects on performance, learning motivation and online activity and rating data (e.g. comments and peer review postings) concerning their quality.

Andrew Manches: Designing Numerical Representations for Young Children

PDF
Category: Software or Design Method
Topics:    Representations, Software Submission

Digital technology presents opportunities to design novel forms of numerical representation for young children. However, consideration is needed of how design choices may foster certain ideas at the cost of limiting opportunities for children to explore the meaning behind these ideas or alternatives ideas. This paper reflects upon these issues in relation to a novel numerical representation: Digicubes.

Mary Katsamani and Symeon Retalis: CADMOS Learning Design tool

PDF
Category: Software or Design Method
Topics: Software Submission, Tools & resources

This paper gives an overview of the CADMOS learning design tool that promotes the concept of “separation of concerns” during the design process. CADMOS is a graphical IMS-LD Level A & B compliant learning design tool. According to the feedback from an evaluation case study with 36 participants, CADMOS is a user friendly tool that allows educational practitioners to design flows of learning activities from different perspectives and in different layers.

Helen Walmsley: The e-Design Template: a pedagogic guide for e-learning designers

PDF
Category: Extended abstracts and position papers 
Topics:    Theoretical frameworks, Tools & resources

The e-Design Template is a simple (Word-based) pedagogic template that guides teachers and tutors when planning e-Learning. It highlights a small number of principles for good e-Learning and invites users to focus on learning activities that embed these principles. The template suggests activities for a range of delivery patterns
including distance and blended learning and can be used to design curriculum-focused
or tool-focused e-Learning. It has been used successfully to design small courses, whole awards and to review existing e-Learning designs, and is available in an online community of practice that discusses and develops the template and the associated e-learning activities.

Emma Mercier, Steve Higgins and Phyo Kyaw: Tools for Designing the Collaborative Classroom: SynergyNet Analysis Tool

PDF
Category: Software or Design Method 
Topics:     Practices & Methods, Software Submission, Tools & resources

The SynergyNet project is developing a multi-touch enabled classroom, focusing on how classrooms that support within and between group collaboration can be developed, and how multi-touch technology can be integrated into such classrooms. The question of designing a classroom necessitates that we use a design-experiment methodology, interactively designing, testing, analyzing and re-designing the learning environment. To effectively use design research, we need to study the classroom and collaborative learning in detail, before moving on to the next stage of design. Thus, the problem of how to make sense of what is going on a both the class level and the group level, arises. In this paper, we will describe the SynergyNet Analysis Tool, a tool to view, transcribe and code multiple data streams and two themes of our research that are supported with this type of analysis.

John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’

Category: Extended abstracts and position papers 
Topics:    Practices & Methods, Theoretical frameworks, Tools & resources
The Learning Design Grid Theme Team vision (http://www.ld-grid.org/home) makes it clear that “Social and mobile technologies offer learners unprecedented opportunities ... yet these are constantly shifting with escalating complexity”. If we add to this the increasing overlap between formal, „informal‟ and work-based learning then we truly have a world in flux. Consequently, this paper describes two small to medium sized projects that have taken a participatory, educational design research approach to investigate how mobile devices and social media can mediate “informal learning” in a variety of contexts. The aim is to uncover design principles based on the complex case studies and raise issues about possible approaches to scaling up these techno-pedagogical designs.
The paper is structured as follows. Firstly, I briefly delineate what I mean by “informal learning”, opting for the term „task-conscious learning‟, and outline the characteristics of educational design research. This is followed by a succinct distillation of some key participatory perspectives and design based oriented outcomes from two European projects that I have worked on as a partner: CONTSENS (using devices for context sensitive and location-based vocational education and training) and MATURE (social learning in work-based knowledge networks). The descriptions are by no means exhaustive and instead aim to provide the workshop with a resource for design discourse. I will conclude by exploring the design implications for sustainable approaches to developing technology enhanced approaches for mediating informal task-conscious learning.

Ghislandi & Cumer: Making academic eLearning accessible

Category: Extended abstracts and position papers 
Topics:    Tools & resources
The advantages of online training, compared to other types of training, are many: distributed participation, multiple communication channels, educational process facilitated by interaction and collaboration, easy documents sharing among participants (student, teachers and eTutor), etc.. Nonetheless the quality of eLearning depend also on its accessibility for all, i.e. the possibility to break down not only space and time barriers, but personal and social limits too.The paper we present is a result of the three-years research project titled “Net@ccessible: teaching - learning for one and all in a life long plan”, funded by MIUR – Ministero dell'Istruzione, Università e Ricerca (i.e. Italian Ministry for Research and Education). The project involves six Italian Universities/Institutions: University of Rome “Foro Italico”, “Roma Tre”, University of Bologna, Trento, Naples and “Fondazione Don Gnocchi Onlus” in Milan.Net@ccesible main goal is to enhance learning and socialization in online environments for college students with and without disabilities.The specific task of the Trento research unit is to design, realize and evaluate the Net@ccesible online learning environments. To ensure their quality the University of Trento created a rubric set named adASTRA (Ghislandi, 2009), a tool set of eight rubrics to monitor the different aspects of formal and informal eLearning modules before, during and after their creation and use by designers, students, eTutors and teachers.

Hernández-Leo, Abeniapa, Moreno, Chacón & Blat: Let’s shake on it: co-editing and sharing diverse learning designs

Category: Extended abstracts and position papers 
Topics:     Tools & resources
Teachers can now find themselves in situations in which they need to work in teams on the joint design of learning activities within or across institutions, or in which they would benefit from the sharing of learning designs and experiences. For the creation of these designs there exist a number of authoring tools, which are typically varied; being some of them specific to pedagogical methods, devoted to particular subject matters or types of activities, and compliant with different computational representations or exporting formats. This paper points out the relevance of offering practitioners support to work in communities where they can jointly create and share learning designs using eventually diverse authoring tools. The paper presents LdShake as an integrative platform that provides a set of co-editing and sharing features that can be used with diverse design editors, such as a Rich Text editor, WebCollage and eXeLearning. LdShake, integrating these three editors, has been used in a workshop with stakeholders with different profiles. Their opinions are encouraging and support the utility of the approach.

Laurillard & Masterman: Re-envisioning Pedagogic Planning: the Learning Designer

Category: Software or Design Method 
Topics:    Software Submission
We present the Learning Designer, a microworld to support teachers in designing pedagogy, based upon a principled, theory driven approach and supported by an artificial intelligence engine. By providing several representations of learning designs at the micro and macro level, the system provides a way for teachers to reflect upon their work and makes it easy for them to share and reuse the designs of others. Our preliminary user research with teachers in Higher Education has shown that teachers can see how they would use the Learning Designer in their own practice.

Mckenney: Designing and researching technology enhanced learning for the zone of proximal implementation


Category: Extended abstracts and position papers 
Topics:    Practices & Methods, Theoretical frameworks
Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is technologically possible - exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be effective TEL in theory, and what can be effective TEL in practice. This paper calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction, but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools. Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant.

Corfield: Supporting Course Development with using an Information, Advice & Guidance Tool

Category: Extended abstracts and position papers 
Topics:      Tools & resources
Staffordshire University have created an online tool to support course initiators to smoothly move through the process of course development. This tool has been developed using Open Source software, Pineapple, and information collated from the Enable project (a JISC Curriculum Design and Development project). The tool helps align available information, advice and guidance (IAG) available to staff to the relevant decision points within course development.

Ljubojevic: Pedagogical Pattern Collector software tool

Category: Extended abstracts and position papers 
Topics:      Software submission
This paper describes one of the key strands of the three-­‐year ESRC/EPSRC funded, research project titled Learning Design Support Environment (LDSE  http://www.ldse.org.uk). One of the principal strategies adopted by the LDSE project is to enable teachers to build on the work of others by providing the  support tools to assist them in finding, interpreting, evaluating, and,  reusing/redesigning the work of their colleagues. Operationalising that strategy requires a way of representing the theory and practice of learning design so that the analytical links, between the pedagogical first principles and the practice-­‐ instances, are exposed and offered to practitioners as support. The Pedagogical Pattern Collector (PPC) tool is a proposal for operationally  modeling design, abstraction, and interpretation of pedagogical patterns.

Ċ
Yishay Mor,
Aug 18, 2011, 12:36 PM
Ċ
Yishay Mor,
Aug 22, 2011, 5:52 AM
Ċ
Yishay Mor,
Aug 31, 2011, 3:25 PM
Ċ
Yishay Mor,
Aug 18, 2011, 1:55 PM
Ċ
Yishay Mor,
Aug 18, 2011, 1:29 PM
Ċ
Yishay Mor,
Aug 18, 2011, 1:28 PM
Ċ
Yishay Mor,
Aug 25, 2011, 1:59 PM
Ċ
Yishay Mor,
Aug 25, 2011, 1:59 PM
Ċ
Yishay Mor,
Oct 2, 2011, 2:43 AM
Ċ
Yishay Mor,
Aug 25, 2011, 2:01 PM
Ċ
Yishay Mor,
Aug 18, 2011, 2:01 PM
Ċ
Yishay Mor,
Aug 25, 2011, 2:00 PM
Ċ
Yishay Mor,
Aug 18, 2011, 2:04 PM
Ċ
Yishay Mor,
Aug 18, 2011, 9:43 AM
Ċ
Yishay Mor,
Aug 18, 2011, 1:52 PM
Ċ
Yishay Mor,
Aug 18, 2011, 2:03 PM
Ċ
Yishay Mor,
Aug 18, 2011, 2:00 PM
Ċ
Brock Craft,
Sep 2, 2011, 4:42 AM
Comments