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Supporting and Representing Learning Design with Digital Tools: In between Guidance and Flexibility

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Title: Supporting and Representing Learning Design with Digital Tools: In between Guidance and Flexibility
Language: English
Authors: Pozzi, Francesca (ORCID 0000-0002-3592-2131), Asensio-Perez, Juan I. (ORCID 0000-0002-1114-2819), Ceregini, Andrea, Dagnino, Francesca Maria (ORCID 0000-0002-2416-702X), Dimitriadis, Yannis (ORCID 0000-0001-7275-2242), Earp, Jeffrey (ORCID 0000-0001-7075-5992)
Source: Technology, Pedagogy and Education. 2020 29(1):109-128.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Technology, Technology Uses in Education, Planning, Learning Activities, Design, Learning Processes, Instructional Design, Teacher Attitudes, Faculty Development, Elementary Secondary Education, Foreign Countries
Geographic Terms: Italy
DOI: 10.1080/1475939X.2020.1714708
ISSN: 1475-939X
Abstract: The research field of Learning Design (LD) has been active for some time now, but several questions remain open for the scientific community. In particular, the article tackles issues that have been core concerns in LD over the years: (1) how to support the different phases of the LD process; (2) what representations should be used in the various steps; and (3) to what extent should digital LD tools be structured or flexible, either guiding the teacher/designer or leaving them free to pursue their own design path and style. The authors investigated these open questions through an LD tool called the Pedagogical Planner. This tool has been evaluated in authentic contexts with the goal of providing input for the ongoing debate. Evaluation has focused on the perceptions and actual usage by teachers, generating significant evaluative data to be used as a spur for further reflection on LD.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1244341
Database: ERIC
FullText Text:
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  Data: Supporting and Representing Learning Design with Digital Tools: In between Guidance and Flexibility
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  Data: <searchLink fieldCode="AR" term="%22Pozzi%2C+Francesca%22">Pozzi, Francesca</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3592-2131">0000-0002-3592-2131</externalLink>)<br /><searchLink fieldCode="AR" term="%22Asensio-Perez%2C+Juan+I%2E%22">Asensio-Perez, Juan I.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1114-2819">0000-0002-1114-2819</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ceregini%2C+Andrea%22">Ceregini, Andrea</searchLink><br /><searchLink fieldCode="AR" term="%22Dagnino%2C+Francesca+Maria%22">Dagnino, Francesca Maria</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2416-702X">0000-0002-2416-702X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dimitriadis%2C+Yannis%22">Dimitriadis, Yannis</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7275-2242">0000-0001-7275-2242</externalLink>)<br /><searchLink fieldCode="AR" term="%22Earp%2C+Jeffrey%22">Earp, Jeffrey</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7075-5992">0000-0001-7075-5992</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Pedagogy+and+Education%22"><i>Technology, Pedagogy and Education</i></searchLink>. 2020 29(1):109-128.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/1475939X.2020.1714708
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  Data: The research field of Learning Design (LD) has been active for some time now, but several questions remain open for the scientific community. In particular, the article tackles issues that have been core concerns in LD over the years: (1) how to support the different phases of the LD process; (2) what representations should be used in the various steps; and (3) to what extent should digital LD tools be structured or flexible, either guiding the teacher/designer or leaving them free to pursue their own design path and style. The authors investigated these open questions through an LD tool called the Pedagogical Planner. This tool has been evaluated in authentic contexts with the goal of providing input for the ongoing debate. Evaluation has focused on the perceptions and actual usage by teachers, generating significant evaluative data to be used as a spur for further reflection on LD.
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  Data: 2020
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  Data: EJ1244341
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