The 4Cs framework, concerning self-regulated professional learning in knowledge intensive domains, is the lens through which participatory practices in learning design are investigated in this paper. The framework identifies four types of participatory behaviours: Consuming, Creating, Connecting and Contributing. A survey involving 117 Italian practicing teachers reveals that they regard all the 4Cs as important, but self-reported behaviours do not align with such beliefs. This misalignment is most significant for Connecting and Contributing behaviours (herein called altruistic behaviours). As for Consuming and Creating (individualistic behaviours), the former is rather scant while the latter is the most practiced, despite a wealth of research addressing the need to make Learning Designs reusable. Besides, the majority of the interviewees do not know the most well-known learning design tools produced by academic research. These data reveal limited impact of learning design research and indicate the way ahead for promoting teachers’ participatory practices.
{"title":"Co-creation in the Design of Technology Enhanced Learning: Teachers? Beliefs versus Practices","authors":"D. Persico, F. Manganello, M. Passarelli","doi":"10.55612/s-5002-044-005","DOIUrl":"https://doi.org/10.55612/s-5002-044-005","url":null,"abstract":"The 4Cs framework, concerning self-regulated professional learning in knowledge intensive domains, is the lens through which participatory practices in learning design are investigated in this paper. The framework identifies four types of participatory behaviours: Consuming, Creating, Connecting and Contributing. A survey involving 117 Italian practicing teachers reveals that they regard all the 4Cs as important, but self-reported behaviours do not align with such beliefs. This misalignment is most significant for Connecting and Contributing behaviours (herein called altruistic behaviours). As for Consuming and Creating (individualistic behaviours), the former is rather scant while the latter is the most practiced, despite a wealth of research addressing the need to make Learning Designs reusable. Besides, the majority of the interviewees do not know the most well-known learning design tools produced by academic research. These data reveal limited impact of learning design research and indicate the way ahead for promoting teachers’ participatory practices.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128723405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Agneta Gulz, Susanne Kjällander, S. Frankenberg, Magnus Haake
The paper presents a systematic examination of data from two early math interventions, involving 188 children aged 3,5-6,5 and their teachers. The aim is to cast light on how a digital early math game can be spontaneously extended into the physical environment by children and by teachers. Questions were: i) how the math content was extended to the physical room, ii) which elements of the game and the interventions inspired and provided affordances for the extensions iii) implications for children’s learning of early math. The analyses revealed a great variety of ways in which children and teachers – acting on their own or together – brought the game out to the physical room. Among the underlying factors for this were everyone’s experiences with the game, familiar narratives, and simple game design in terms of rules and visual features. Finally, positive influences on early math learning from the extensions were identified.
{"title":"Early Math in a Preschool Context: Spontaneous Extension of the Digital into the Physical","authors":"Agneta Gulz, Susanne Kjällander, S. Frankenberg, Magnus Haake","doi":"10.55612/s-5002-044-007","DOIUrl":"https://doi.org/10.55612/s-5002-044-007","url":null,"abstract":"The paper presents a systematic examination of data from two early math interventions, involving 188 children aged 3,5-6,5 and their teachers. The aim is to cast light on how a digital early math game can be spontaneously extended into the physical environment by children and by teachers. Questions were: i) how the math content was extended to the physical room, ii) which elements of the game and the interventions inspired and provided affordances for the extensions iii) implications for children’s learning of early math. The analyses revealed a great variety of ways in which children and teachers – acting on their own or together – brought the game out to the physical room. Among the underlying factors for this were everyone’s experiences with the game, familiar narratives, and simple game design in terms of rules and visual features. Finally, positive influences on early math learning from the extensions were identified.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115029974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Millar Carroll, Sooyeon Lee, Madison Reddie, J. Beck, M. Rosson
Remote sighted assistance provides prosthetic support to people with visual impairments (PVI) through internet-mediated conversational interactions. In these interactions, PVI broadcast live video to remotely-located, sighted people who engage in speech interactions with PVI to create prosthetic support. These interactions can be quite nuanced, creative, and effective. In this paper, we present a design investigation of remote sighted assistance (RSA) in which computer vision capabilities are integrated into the prosthetic interaction, supporting the human participants in various ways. Our study involved creating design scenarios to identify and concretize future possibilities in order to articulate and analyze design rationale for these scenarios, that is to say, strengths and challenges of RSA integrated with CV. We discuss implications for the design of the next generation of remote sighted assistance.
{"title":"Human-Computer Synergies in Prosthetic Interactions","authors":"John Millar Carroll, Sooyeon Lee, Madison Reddie, J. Beck, M. Rosson","doi":"10.55612/s-5002-044-002","DOIUrl":"https://doi.org/10.55612/s-5002-044-002","url":null,"abstract":"Remote sighted assistance provides prosthetic support to people with visual impairments (PVI) through internet-mediated conversational interactions. In these interactions, PVI broadcast live video to remotely-located, sighted people who engage in speech interactions with PVI to create prosthetic support. These interactions can be quite nuanced, creative, and effective. In this paper, we present a design investigation of remote sighted assistance (RSA) in which computer vision capabilities are integrated into the prosthetic interaction, supporting the human participants in various ways. Our study involved creating design scenarios to identify and concretize future possibilities in order to articulate and analyze design rationale for these scenarios, that is to say, strengths and challenges of RSA integrated with CV. We discuss implications for the design of the next generation of remote sighted assistance.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"22 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132915052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paula Alexandra Silva, O. Tymoshchuk, D. Renó, A. M. Almeida, Luís Pedro, F. Ramos
This article brings together empirical academic research on community-led territorial innovation initiatives. By engaging in a systematic literature review, the research analyses the role of digital technology in supporting community-led initiatives. Besides identifying the technologies used, this research develops an understanding both on its purpose of use and on its relation to communication and mediation strategies. A clear gap is found not only in terms of research reporting on community-led initiatives, but also on research studying the specific use of digital technology by those communities, highlighting a need for future research in the area. From an initial set of 1312, six articles are identified which meet the inclusion criteria for this review and only five of them report on technology use. Results show that a diversity of digital technologies, from blogs to online repositories, is used by the initiatives analysed, leveraging on the global coverage of the Internet. Besides a key role in supporting community collaboration and cooperation, digital technology also emerges as an important vehicle for community debate and as an enabler of community empowerment and advocacy.
{"title":"Understanding the role of digital communication and mediation strategies in community-led territorial innovation: a systematic review","authors":"Paula Alexandra Silva, O. Tymoshchuk, D. Renó, A. M. Almeida, Luís Pedro, F. Ramos","doi":"10.55612/s-5002-044-001","DOIUrl":"https://doi.org/10.55612/s-5002-044-001","url":null,"abstract":"This article brings together empirical academic research on community-led territorial innovation initiatives. By engaging in a systematic literature review, the research analyses the role of digital technology in supporting community-led initiatives. Besides identifying the technologies used, this research develops an understanding both on its purpose of use and on its relation to communication and mediation strategies. A clear gap is found not only in terms of research reporting on community-led initiatives, but also on research studying the specific use of digital technology by those communities, highlighting a need for future research in the area. From an initial set of 1312, six articles are identified which meet the inclusion criteria for this review and only five of them report on technology use. Results show that a diversity of digital technologies, from blogs to online repositories, is used by the initiatives analysed, leveraging on the global coverage of the Internet. Besides a key role in supporting community collaboration and cooperation, digital technology also emerges as an important vehicle for community debate and as an enabler of community empowerment and advocacy.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123965660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
W. Barendregt, Sara Ekström, Svea Kiesewetter, Lena Pareto, Sofia Serholt
his paper contributes to the existing body of knowledge on the co-design of novel technologies with children. As part of a three year research project aiming to design and develop a robot tutee for use in mathematics education, we present the initial phases of our design approach with children, in which we draw on principles of Participatory Design and Co-design. As part of the early stages of this process, we included a demystifying phase (I), and a gradual introduction to the robot’s capabilities (II), in order to foster reasonable expectations in children and gather feasible design input. Drawing on the Time-Space-Structure framework, two primary schools were involved in the co-design process, where children in grades 2 and 4 participated in a set of workshops. We discuss the benefits and tensions of our approach, and reflect on its implications for mutual learning, hoping to inspire further exploration in this field.
{"title":"Demystifying Robots in the Co-Design of a Tutee Robot with Primary School Children","authors":"W. Barendregt, Sara Ekström, Svea Kiesewetter, Lena Pareto, Sofia Serholt","doi":"10.55612/s-5002-044-006","DOIUrl":"https://doi.org/10.55612/s-5002-044-006","url":null,"abstract":"his paper contributes to the existing body of knowledge on the co-design of novel technologies with children. As part of a three year research project aiming to design and develop a robot tutee for use in mathematics education, we present the initial phases of our design approach with children, in which we draw on principles of Participatory Design and Co-design. As part of the early stages of this process, we included a demystifying phase (I), and a gradual introduction to the robot’s capabilities (II), in order to foster reasonable expectations in children and gather feasible design input. Drawing on the Time-Space-Structure framework, two primary schools were involved in the co-design process, where children in grades 2 and 4 participated in a set of workshops. We discuss the benefits and tensions of our approach, and reflect on its implications for mutual learning, hoping to inspire further exploration in this field.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130446167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Eradze, M. Rodríguez-Triana, Nikola Milikić, M. Laanpere, Kairit Tammets
Educational processes take place in physical and digital places. To analyse educational processes, Learning Analytics (LA) enable data collection from the digital learning context. At the same time, to gain more insights, the LA data can be complemented with the data coming from physical spaces enabling Multimodal Learning Analytics (MMLA). To interpret this data, theoretical grounding or contextual information is needed. Learning designs (LDs) can be used for contextualisation, however, in authentic scenarios the availability of machine-readable LD is scarce. We argue that Classroom Observations (COs), traditionally used to understand educational processes taking place in physical space, can provide the missing context and complement the data from the co-located classrooms. This paper reports on a co-design case study from an authentic scenario that used CO to make sense of the digital traces. In this paper we posit that the development of MMLA approaches can benefit from co-design methodologies; through the involvement of the end-users (project managers) in the loop, we illustrate how these data sources can be systematically integrated and analysed to better understand the use of digital resources. Results indicate that CO can drive sense-making of LA data where predefined LD is not available. Furthermore, CO can support layered contextualisation depending on research design, rigour and systematic documentation/data collection efforts.Also, co-designing the MMLA solution with the end-users proved to be a useful approach.
{"title":"Contextualising Learning Analytics with Classroom Observations: A Case study","authors":"M. Eradze, M. Rodríguez-Triana, Nikola Milikić, M. Laanpere, Kairit Tammets","doi":"10.55612/s-5002-044-004","DOIUrl":"https://doi.org/10.55612/s-5002-044-004","url":null,"abstract":"Educational processes take place in physical and digital places. To analyse educational processes, Learning Analytics (LA) enable data collection from the digital learning context. At the same time, to gain more insights, the LA data can be complemented with the data coming from physical spaces enabling Multimodal Learning Analytics (MMLA). To interpret this data, theoretical grounding or contextual information is needed. Learning designs (LDs) can be used for contextualisation, however, in authentic scenarios the availability of machine-readable LD is scarce. We argue that Classroom Observations (COs), traditionally used to understand educational processes taking place in physical space, can provide the missing context and complement the data from the co-located classrooms. This paper reports on a co-design case study from an authentic scenario that used CO to make sense of the digital traces. In this paper we posit that the development of MMLA approaches can benefit from co-design methodologies; through the involvement of the end-users (project managers) in the loop, we illustrate how these data sources can be systematically integrated and analysed to better understand the use of digital resources. Results indicate that CO can drive sense-making of LA data where predefined LD is not available. Furthermore, CO can support layered contextualisation depending on research design, rigour and systematic documentation/data collection efforts.Also, co-designing the MMLA solution with the end-users proved to be a useful approach.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115308551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of online knowledge communities (OKCs) as informal learning environments in connection with formal learning encounters two main issues: the learning guidance issue, and the newcomer integration issue. While the former can be solved by instructional design, the latter is still open and may be solved by Social Learning Analytics (SLA). This paper proposes B-LABS (Blogs and Learning Analytics Based Seminar), a higher education seminar with a formal component as a face-to-face seminar, and an informal component comprising learning in OKCs. B-LABS was carried out with N= 65 undergraduate students. SLA tools were employed to select responsive OKCs that were likely to integrate newcomers. The students successfully followed the B-LABS script; learning outcomes included students’ insight in mathematics didactics, and knowledge of OKC specific educational approaches. Student acceptance of the learning environment was predicted by performance expectancy and perceived social influence. Future development includes refining functions predicting the likeliness of OKC newcomer integration.
{"title":"Joining Informal Learning in Online Knowledge Communities and Formal Learning in Higher Education: Instructional Design and Evaluation of a Blended-Learning Seminar with Learning Analytics Support","authors":"Nicolae Nistor, M. Dascalu, Stefan Trausan-Matu","doi":"10.55612/s-5002-043-006","DOIUrl":"https://doi.org/10.55612/s-5002-043-006","url":null,"abstract":"The use of online knowledge communities (OKCs) as informal learning environments in connection with formal learning encounters two main issues: the learning guidance issue, and the newcomer integration issue. While the former can be solved by instructional design, the latter is still open and may be solved by Social Learning Analytics (SLA). This paper proposes B-LABS (Blogs and Learning Analytics Based Seminar), a higher education seminar with a formal component as a face-to-face seminar, and an informal component comprising learning in OKCs. B-LABS was carried out with N= 65 undergraduate students. SLA tools were employed to select responsive OKCs that were likely to integrate newcomers. The students successfully followed the B-LABS script; learning outcomes included students’ insight in mathematics didactics, and knowledge of OKC specific educational approaches. Student acceptance of the learning environment was predicted by performance expectancy and perceived social influence. Future development includes refining functions predicting the likeliness of OKC newcomer integration.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121097274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heritage education is an activity that is increasingly present in the educational curricula of schools and museums. Cognitive mechanisms and Representation devices must be thoroughly analysed and designed in order to promote the creation of didactic paths to foster effective learning experiences. Immersive visualization technologies are well suited for gamification applications and the technological and economic accessibility of VR HMD (head-mounted display) viewers makes these technologies particularly attractive for the development of potentially more widespread methodologies. This article will describe an educational path, and the relative experimentation, on the cultural heritage focused on the production of the typical bread of the Val Pusteria area - and the rural life around it. The project was aimed at primary school children and was based on a serious game in Virtual Immersive Reality.
{"title":"Immersive and participatory serious games for heritage education, applied to the cultural heritage of South Tyrol","authors":"A. Luigini, Monica Parricchi, A. Basso, D. Basso","doi":"10.55612/s-5002-043-003","DOIUrl":"https://doi.org/10.55612/s-5002-043-003","url":null,"abstract":"Heritage education is an activity that is increasingly present in the educational curricula of schools and museums. Cognitive mechanisms and Representation devices must be thoroughly analysed and designed in order to promote the creation of didactic paths to foster effective learning experiences. Immersive visualization technologies are well suited for gamification applications and the technological and economic accessibility of VR HMD (head-mounted display) viewers makes these technologies particularly attractive for the development of potentially more widespread methodologies. This article will describe an educational path, and the relative experimentation, on the cultural heritage focused on the production of the typical bread of the Val Pusteria area - and the rural life around it. The project was aimed at primary school children and was based on a serious game in Virtual Immersive Reality.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114748672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mobile augmented reality (AR) games have potential in Education, as they can enhance learning experiences, by offering to learners contextualized information. This study aim is to reveal teachers’ readiness to adopt these strategies, after training. Hence, this is a case study of two editions of a workshop under the EduPARK project, designed to support teachers’ adoption of strategies involving game-based mobile learning with AR. The workshops required collaborative exploration of the EduPARK app and educational resource planning. Data collected from individual questionnaires and focus group interviews were analysed through content analysis, descriptive statistics, and computing of the Educational Value Scale and of the System Usability Scale. The 45 teacher-trainees consider they are ready to integrate mobile AR games in their practices, but they are foreseeing difficulties that need to be addressed. This work presents a typology of teacher training that, according to the participants, is successful in promoting their readiness to adopt innovative practices.
{"title":"Teacher readiness to adopt game-based mobile learning with augmented reality","authors":"M. Marques, L. Pombo","doi":"10.55612/s-5002-043-004","DOIUrl":"https://doi.org/10.55612/s-5002-043-004","url":null,"abstract":"Mobile augmented reality (AR) games have potential in Education, as they can enhance learning experiences, by offering to learners contextualized information. This study aim is to reveal teachers’ readiness to adopt these strategies, after training. Hence, this is a case study of two editions of a workshop under the EduPARK project, designed to support teachers’ adoption of strategies involving game-based mobile learning with AR. The workshops required collaborative exploration of the EduPARK app and educational resource planning. Data collected from individual questionnaires and focus group interviews were analysed through content analysis, descriptive statistics, and computing of the Educational Value Scale and of the System Usability Scale. The 45 teacher-trainees consider they are ready to integrate mobile AR games in their practices, but they are foreseeing difficulties that need to be addressed. This work presents a typology of teacher training that, according to the participants, is successful in promoting their readiness to adopt innovative practices.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115567221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology-enhanced learning (TEL) is a promising solution for higher education settings by creating a collaborative, engaging learning experience despite high student numbers and a lack of individual feedback and support. When creating such TEL environments to fit a particular local context, co-creation methods provide a way for all stakeholders to meaningfully address and design for their own needs. In our specific university context, we are working on supporting different forms of learning within large, face-to-face university lectures. Our goal is to create a learning environment for students to learn and evolve in a self-directed and collaborative manner, using a mixture of traditional lectures and online learning activities. Throughout the creation of this innovative TEL environment, we made a point of inviting students to participate in the design and development process. We introduced multiple modes of co-creation for students to reflect on the current system, create prototypes and redesigns, and even practically implement new ideas and solutions. In this paper we reflect on these different modes of co-creation and discuss their impact on various design spaces within this project - the learning design, the learning content and the learning platform. Our findings point to the necessity of using multiple modes of co-creation simultaneously to get a better picture of the complex educational context and interconnections between design spaces.
{"title":"Involving Students in the Co-Creation of a Complex, Evolving Learning Environment","authors":"Naemi Luckner, Peter Purgathofer, G. Fitzpatrick","doi":"10.55612/s-5002-042-004","DOIUrl":"https://doi.org/10.55612/s-5002-042-004","url":null,"abstract":"Technology-enhanced learning (TEL) is a promising solution for higher education settings by creating a collaborative, engaging learning experience despite high student numbers and a lack of individual feedback and support. When creating such TEL environments to fit a particular local context, co-creation methods provide a way for all stakeholders to meaningfully address and design for their own needs. In our specific university context, we are working on supporting different forms of learning within large, face-to-face university lectures. Our goal is to create a learning environment for students to learn and evolve in a self-directed and collaborative manner, using a mixture of traditional lectures and online learning activities. Throughout the creation of this innovative TEL environment, we made a point of inviting students to participate in the design and development process. We introduced multiple modes of co-creation for students to reflect on the current system, create prototypes and redesigns, and even practically implement new ideas and solutions. In this paper we reflect on these different modes of co-creation and discuss their impact on various design spaces within this project - the learning design, the learning content and the learning platform. Our findings point to the necessity of using multiple modes of co-creation simultaneously to get a better picture of the complex educational context and interconnections between design spaces.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125310010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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