Abstracting Technology-Enhanced Learning Design Principles

2017 ◽  
pp. 365-403
Keyword(s):  
Design Principles ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Enhanced Learning

Emerging Edtech

2011 ◽  
pp. 1880-1891
Author(s):  
Ching-Huei Chen ◽  
Manetta Calinger ◽  
Bruce C. Howard
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Best Practice ◽  
Design Principles ◽  
Educational Technologies ◽  
Technology Enhanced Learning ◽  
Emergent Technologies ◽  
Practice Models ◽  
How People Learn ◽  
Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

Principled Construction and Reuse of Learning Designs

2011 ◽  
pp. 869-890 ◽  
Author(s):  
Gilbert Paquette ◽  
Olga Mariño ◽  
Karin Lundgren-Cayrol ◽  
Michel Léonard
Keyword(s):  
Learning Environments ◽  
Learning Objects ◽  
Research Center ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Future Directions ◽  
Enhanced Learning

This chapter summarizes the work on instructional engineering and educational modeling accomplished since 1992 at the LICEF Research Center of Télé-université by the researchers of the CICE Research Chair. Recent results on learning design modeling and learning objects reusability processes are thoroughly presented using examples drawn from many projects conducted in the last 3 years. These are discussed to uncover the importance of a principled approach for the modeling of learning design and the of learning objects in technology enhanced learning environments. Finally, delivery and dissemination issues are discussed and a summary of on-going and future directions for research is presented.

scholarly journals ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

2021 ◽  
Vol 8 (2) ◽  
pp. 22-50
Author(s):  
María Jesús Rodríguez-Triana ◽  
Luis P. Prieto ◽  
Yannis Dimitriadis ◽  
Ton de Jong ◽  
Denis Gillet
Keyword(s):  
Learning Analytics ◽  
Technology Development ◽  
Secondary School Teachers ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Effective Teacher ◽  
Learning Design ◽  
Inquiry Based Learning ◽  
Learning Path ◽  
Enhanced Learning

Orchestrating technology-enhanced learning is a difficult task, especially in demanding pedagogical approaches like inquiry-based learning (IBL). To foster effective teacher adoption, both the complexity of designing IBL activities and the uncertainty about the student learning path during enactment need to be addressed. Previous research suggests that aligning learning design and learning analytics can be an effective way to provide such orchestration support. This paper reports on a design-based research (DBR) project to explore teachers’ orchestration needs in Go-Lab (a technological ecosystem for IBL used by thousands of primary and secondary school teachers around the world), and on how solutions that align learning design and analytics can fulfill such needs. The analysis of data from multiple events (including surveys, case studies, workshops with teachers, and platform usage analyses) led to a catalogue of IBL orchestration needs that can be tackled by aligning learning design and analytics, as well as a list of guidelines for technology development aiming to support IBL orchestration. These two contributions can support the creation of future learning analytics–enhanced IBL environments that are both pedagogically grounded and usable by teachers in authentic settings.

Synthesizing Technological and Pedagogical Knowledge in Learning Design

2016 ◽  
Vol 7 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Kyparisia A. Papanikolaou ◽  
Katerina Makrh ◽  
George D. Magoulas ◽  
Dionisia Chinou ◽  
Athanasios Georgalas ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Virtual Classroom ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Enhanced Learning ◽  
Pre Service Teacher ◽  
Specific Learning ◽  
Selection Of

Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.

Emerging Edtech

2010 ◽  
pp. 298-310 ◽  
Author(s):  
Ching-Huei Chen ◽  
Manetta Calinger ◽  
Bruce C. Howard
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Best Practice ◽  
Design Principles ◽  
Educational Technologies ◽  
Technology Enhanced Learning ◽  
Emergent Technologies ◽  
Practice Models ◽  
How People Learn ◽  
Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

Synthesizing Technological and Pedagogical Knowledge in Learning Design

2018 ◽  
pp. 1021-1035
Author(s):  
Kyparisia A. Papanikolaou ◽  
Katerina Makrh ◽  
George D. Magoulas ◽  
Dionisia Chinou ◽  
Athanasios Georgalas ◽  
...  
Keyword(s):  
Technological Pedagogical Content Knowledge ◽  
Virtual Classroom ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Pedagogical Tools ◽  
Pedagogical Content ◽  
Technological Tools ◽  
Enhanced Learning ◽  
Pre Service Teacher ◽  
Specific Learning

Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.

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