Terje Väljataga, K. Poom-Valickis, K. Rumma, Kati Aus
As a result of the COVID-19 crisis, organizing, designing and delivering learning programs in higher educational institutions needed to be revised and transferred to the digital world without destroying the overall cohesion and balance of the educational ecosystem. We present a case study of transformation challenges of the institution during COVID-19 from the perspective of teaching staff. The results of a survey indicate, that the learning ecosystem was able to respond to the sudden external disturbances as it had the basic conditions fulfilled. However, the transformation represents rather a first-order change, being an online extension of previous everyday practices and not bringing forth deep changes in ways of learning and teaching. As a result, the institution’s management needs to invest in additional infrastructure as well as in educational technologists who would support the teaching staff to systematically widen their pedagogical repertoire and raise their digital competencies to the next level.
{"title":"Transforming higher education learning ecosystem: teaching staff perspective","authors":"Terje Väljataga, K. Poom-Valickis, K. Rumma, Kati Aus","doi":"10.55612/s-5002-046-003","DOIUrl":"https://doi.org/10.55612/s-5002-046-003","url":null,"abstract":"As a result of the COVID-19 crisis, organizing, designing and delivering learning programs in higher educational institutions needed to be revised and transferred to the digital world without destroying the overall cohesion and balance of the educational ecosystem. We present a case study of transformation challenges of the institution during COVID-19 from the perspective of teaching staff. The results of a survey indicate, that the learning ecosystem was able to respond to the sudden external disturbances as it had the basic conditions fulfilled. However, the transformation represents rather a first-order change, being an online extension of previous everyday practices and not bringing forth deep changes in ways of learning and teaching. As a result, the institution’s management needs to invest in additional infrastructure as well as in educational technologists who would support the teaching staff to systematically widen their pedagogical repertoire and raise their digital competencies to the next level.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126666402","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}
This paper presents and analyses a teaching experiment, carried out with five 12thgrade students, in a distance education context during the pandemic, in May 2020. The teaching activity, framed by the Theory of Semiotic Mediation, involved the use of a digital tool - a Dynamic Geometry Environment - and aimed at the construction of the mathematical meanings of rotation. Results are discussed in order to show whether and how the designed teaching activity, experimented in a distance education context, resulted to be effective in order to foster the students’ construction of meanings. We are willing to contribute our findings to educational discussions in Covid-19 time, offering an example of integration of technology in mathematics teaching and learning, and focusing on theoretical aspects and methodological approaches that can be taken into consideration in the attempt to create meaningful technology-rich learning environments, both in remote teaching and in a traditional educational context.
{"title":"Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context","authors":"E. Faggiano, Federica Mennuni","doi":"10.55612/s-5002-046-008","DOIUrl":"https://doi.org/10.55612/s-5002-046-008","url":null,"abstract":"This paper presents and analyses a teaching experiment, carried out with five 12thgrade students, in a distance education context during the pandemic, in May 2020. The teaching activity, framed by the Theory of Semiotic Mediation, involved the use of a digital tool - a Dynamic Geometry Environment - and aimed at the construction of the mathematical meanings of rotation. Results are discussed in order to show whether and how the designed teaching activity, experimented in a distance education context, resulted to be effective in order to foster the students’ construction of meanings. We are willing to contribute our findings to educational discussions in Covid-19 time, offering an example of integration of technology in mathematics teaching and learning, and focusing on theoretical aspects and methodological approaches that can be taken into consideration in the attempt to create meaningful technology-rich learning environments, both in remote teaching and in a traditional educational context.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116128543","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 shift to emergency remote teaching has created a ripple effect in education across the globe. Although efforts to mitigate the impacts of COVID-19 pandemic can be lauded, much remains unknown in terms of the challenges that teachers have gone through in fulfilling their roles during emergency remote teaching. The study is a necessary step to identify and determine how teachers articulate their perspectives as an educator during emergency remote teaching. A case study on a group of trained graduate teachers in Malaysia was conducted to investigate strategies and struggles they faced in the emergency remote teaching period through a survey and a thematic analysis of narratives they provided. Findings show that though respondents were equipped with pedagogical knowledge in integrating technology, they were unable to fully utilise what they have learned in their teacher training programme during emergency remote teaching due to lack of administrative support from school and poor infrastructure accessibility. Their narratives also suggested a pertinent need for future study to investigate the synergy between parents, schools and teachers in working cohesively to ensure learning is supported effectively at home and in school especially during emergency remote teaching.
{"title":"Emergency Remote Teaching Scenarios, Struggles and Soundboxes: A Case Study on Malaysian Teachers","authors":"K. Chuah, F. Mohamad","doi":"10.55612/s-5002-046-001","DOIUrl":"https://doi.org/10.55612/s-5002-046-001","url":null,"abstract":"The shift to emergency remote teaching has created a ripple effect in education across the globe. Although efforts to mitigate the impacts of COVID-19 pandemic can be lauded, much remains unknown in terms of the challenges that teachers have gone through in fulfilling their roles during emergency remote teaching. The study is a necessary step to identify and determine how teachers articulate their perspectives as an educator during emergency remote teaching. A case study on a group of trained graduate teachers in Malaysia was conducted to investigate strategies and struggles they faced in the emergency remote teaching period through a survey and a thematic analysis of narratives they provided. Findings show that though respondents were equipped with pedagogical knowledge in integrating technology, they were unable to fully utilise what they have learned in their teacher training programme during emergency remote teaching due to lack of administrative support from school and poor infrastructure accessibility. Their narratives also suggested a pertinent need for future study to investigate the synergy between parents, schools and teachers in working cohesively to ensure learning is supported effectively at home and in school especially during emergency remote teaching.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127565829","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}
Chun-Hua Tsai, G. Rodriguez, Na Li, Jenay Robert, A. Serpi, John Millar Carroll
The sudden onset of the COVID-19 pandemic severely disrupted universities around the world. In the two weeks following a shelter-in-place order, all the actors of the educational system were forced to transition to remote education. This shift required a new reliance upon technologies that these individuals might never have adopted at all, often with significant difficulties. In this paper, we present a qualitative study on a university-wide survey dataset describing student and faculty experiences of abruptly transitioning to remote teaching and learning during the spring 2020 semester at the Pennsylvania State University. We performed an inductive thematic analysis to identify the challenges and opportunities that arose during the transition. Our findings contribute to building better tools, curriculum, and supports for remote education, particularly during an unexpected crisis.
{"title":"Experiencing the Transition to Remote Teaching and Learning during the COVID-19 Pandemic","authors":"Chun-Hua Tsai, G. Rodriguez, Na Li, Jenay Robert, A. Serpi, John Millar Carroll","doi":"10.55612/s-5002-046-004","DOIUrl":"https://doi.org/10.55612/s-5002-046-004","url":null,"abstract":"The sudden onset of the COVID-19 pandemic severely disrupted universities around the world. In the two weeks following a shelter-in-place order, all the actors of the educational system were forced to transition to remote education. This shift required a new reliance upon technologies that these individuals might never have adopted at all, often with significant difficulties. In this paper, we present a qualitative study on a university-wide survey dataset describing student and faculty experiences of abruptly transitioning to remote teaching and learning during the spring 2020 semester at the Pennsylvania State University. We performed an inductive thematic analysis to identify the challenges and opportunities that arose during the transition. Our findings contribute to building better tools, curriculum, and supports for remote education, particularly during an unexpected crisis.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115242789","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}
In this paper, we report one of the first investigations conducted at the National level with university teachers, with the aim to capture their perceptions about the capability of the learning ecosystems to react to the lockdown imposed by the pandemic and the recourse to on-line learning. The study, conducted about two months after the beginning of the lock-down, shows that: a) learning ecosystems reacted promptly and in a satisfactory manner to assure the didactic continuity at both the systemic and individual level; b) the teaching activities were mainly confined to transmissive ex-cathedra lectures in the attempt to reproduce standard university dynamics; c) the working load increased with respect to face-to-face activities; d) the intention to use on-line learning in the future is driven by preconceptions rather than experiences and by the capability to manage one’s own time. The comparison with the outcomes of a similar study conducted with school teachers shows that the latter adopt a broader spectrum of didactic activities (although they still tend to remain in their comfort zone), experienced a heavier increase of the working load, and were more influenced by the situation they experienced. Although both teachers categories recognized the relevance of digital pedagogy, in the case of school teachers - as shown by the causal structure of the variables considered in our studies - it should be urgently included in teacher education curricula, while in the case of the university teachers it appears to be a possible route to support integration of on-line activities with standard face-to-face ones.
{"title":"The effects of the Covid-19 pandemic seen through the lens of the Italian university teachers and the comparison with school teachers' perspective","authors":"C. Giovannella, M. Passarelli","doi":"10.55612/s-5002-046-006","DOIUrl":"https://doi.org/10.55612/s-5002-046-006","url":null,"abstract":"In this paper, we report one of the first investigations conducted at the National level with university teachers, with the aim to capture their perceptions about the capability of the learning ecosystems to react to the lockdown imposed by the pandemic and the recourse to on-line learning. The study, conducted about two months after the beginning of the lock-down, shows that: a) learning ecosystems reacted promptly and in a satisfactory manner to assure the didactic continuity at both the systemic and individual level; b) the teaching activities were mainly confined to transmissive ex-cathedra lectures in the attempt to reproduce standard university dynamics; c) the working load increased with respect to face-to-face activities; d) the intention to use on-line learning in the future is driven by preconceptions rather than experiences and by the capability to manage one’s own time. The comparison with the outcomes of a similar study conducted with school teachers shows that the latter adopt a broader spectrum of didactic activities (although they still tend to remain in their comfort zone), experienced a heavier increase of the working load, and were more influenced by the situation they experienced. Although both teachers categories recognized the relevance of digital pedagogy, in the case of school teachers - as shown by the causal structure of the variables considered in our studies - it should be urgently included in teacher education curricula, while in the case of the university teachers it appears to be a possible route to support integration of on-line activities with standard face-to-face ones.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116564164","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}
COVID 19 has a severe impact in every sphere of life, and education is not an exception to this. Hence, the education sector in developing countries like Bangladesh needs a quick transformation from traditional to technology-based distance learning. The factors influencing online education adoption are explained in this research with a Structural Equation Model (SEM). A survey of 405 students from the universities across Bangladesh revealed that faculty readiness, student readiness, and economic solvency positively impact the students' intention to adopt a technology-based design of higher education. Simultaneously, the online assessment system is a challenge for the students having a negative effect on their intention to adopt technology-based learning. Again, students' intention to adopt technology is substantial in explaining the adoption of online classes by them. The study suggests combining the classroom model with the e-learning model to create a cohesive learning system in the long run. Thus, the model proposed in this research has a crucial implication, which recommends the policymakers to consider it to design a new form of technology-based education in Bangladesh.
{"title":"Explaining the adoption of technology-based design of higher education during and after COVID 19 period from a developing country perspective","authors":"M. R. Kabir, MD Aminul ISLAM, Shahera Afroz Deena","doi":"10.55612/s-5002-046-005","DOIUrl":"https://doi.org/10.55612/s-5002-046-005","url":null,"abstract":"COVID 19 has a severe impact in every sphere of life, and education is not an exception to this. Hence, the education sector in developing countries like Bangladesh needs a quick transformation from traditional to technology-based distance learning. The factors influencing online education adoption are explained in this research with a Structural Equation Model (SEM). A survey of 405 students from the universities across Bangladesh revealed that faculty readiness, student readiness, and economic solvency positively impact the students' intention to adopt a technology-based design of higher education. Simultaneously, the online assessment system is a challenge for the students having a negative effect on their intention to adopt technology-based learning. Again, students' intention to adopt technology is substantial in explaining the adoption of online classes by them. The study suggests combining the classroom model with the e-learning model to create a cohesive learning system in the long run. Thus, the model proposed in this research has a crucial implication, which recommends the policymakers to consider it to design a new form of technology-based education in Bangladesh.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123819395","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}
Iván Ruiz-Rube, Rubén Baena-Pérez, José Miguel Mota, I. A. Sánchez
Designing visual models to describe and conceptualize objects and systems requires abstraction skills and a predisposition for visual interactions. Readily available modeling tools rely on the users’ logical-mathematical and visual-spatial abilities to support modeling design. However, they fall short of mechanisms to tap into the users’ bodily-kinesthetic abilities. This research presents a model-driven framework to automatically develop visual editors to work with Domain Specific Languages in tangible interaction environments. The framework is illustrated through the development of an editor of entity-relationship models supported by augmented reality. The editor usability evaluation indicates good acceptance by users as well as potential to support alternative interactions and to learn database concepts.
{"title":"Model-driven development of augmented reality-based editors for domain specific languages","authors":"Iván Ruiz-Rube, Rubén Baena-Pérez, José Miguel Mota, I. A. Sánchez","doi":"10.55612/s-5002-045-011","DOIUrl":"https://doi.org/10.55612/s-5002-045-011","url":null,"abstract":"Designing visual models to describe and conceptualize objects and systems requires abstraction skills and a predisposition for visual interactions. Readily available modeling tools rely on the users’ logical-mathematical and visual-spatial abilities to support modeling design. However, they fall short of mechanisms to tap into the users’ bodily-kinesthetic abilities. This research presents a model-driven framework to automatically develop visual editors to work with Domain Specific Languages in tangible interaction environments. The framework is illustrated through the development of an editor of entity-relationship models supported by augmented reality. The editor usability evaluation indicates good acceptance by users as well as potential to support alternative interactions and to learn database concepts.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127640939","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}
This study focusses on how people who are not familiar with the traditional methods used to represent architecture understand architecture design projects. The main objective of the study was to assess the client’s level of comprehension of a design project presented using traditional representation methods in comparison with a method based on the use of immersive virtual reality. Two experiments were conducted, involving architects, design projects and real clients. In both experiments an architecture design project was presented using two different methods: i) the traditional method, ii) the immersive method, using virtual reality, viewed by means of a Head Mounted Display. The results were used to address the questions posed during the study regarding comprehension of architecture design projects. They confirmed the hypothesis that individuals who are not familiar with architectural representations have a better and more accurate perception of a project after viewing it using immersive virtual reality rather than looking at technical drawings, renders and scale models.
{"title":"How non-designers understand the architecture design project: a comparative study using immersive virtual reality","authors":"S. Eloy, Flávio Serpa","doi":"10.55612/s-5002-045-013","DOIUrl":"https://doi.org/10.55612/s-5002-045-013","url":null,"abstract":"This study focusses on how people who are not familiar with the traditional methods used to represent architecture understand architecture design projects. The main objective of the study was to assess the client’s level of comprehension of a design project presented using traditional representation methods in comparison with a method based on the use of immersive virtual reality. Two experiments were conducted, involving architects, design projects and real clients. In both experiments an architecture design project was presented using two different methods: i) the traditional method, ii) the immersive method, using virtual reality, viewed by means of a Head Mounted Display. The results were used to address the questions posed during the study regarding comprehension of architecture design projects. They confirmed the hypothesis that individuals who are not familiar with architectural representations have a better and more accurate perception of a project after viewing it using immersive virtual reality rather than looking at technical drawings, renders and scale models.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127365276","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 increasing availability of large-scale datasets such as sensor data or social media data and increasingly accessible data science tools create unique opportunities for design. However, the relationship between data science practices and design methods is still underdeveloped. In this paper, we propose that data exploration activities can be effectively embedded within a broader design inquiry framework and define a new design method, coined Data Exploration for Design, to support methodical designerly data exploration. The design method addresses the novice’s learning curve and supporting developing a data exploration inquiry mindset with procedures and curated tools. The empirical evaluation highlights support for producing exploration outcomes that are worth the additional technical effort. We close the paper by positioning the findings in design methodology literature and motivating data exploration principles for design inquiry.The principles urge to acknowledge biases in data collection, spending time with the data, using visualizations as a means-to-an-end, and designers being part of the data collection.
{"title":"Developing a Design Inquiry Method for Data Exploration","authors":"P. Kun, I. Mulder, Gerd Kortuem","doi":"10.55612/s-5002-045-008","DOIUrl":"https://doi.org/10.55612/s-5002-045-008","url":null,"abstract":"The increasing availability of large-scale datasets such as sensor data or social media data and increasingly accessible data science tools create unique opportunities for design. However, the relationship between data science practices and design methods is still underdeveloped. In this paper, we propose that data exploration activities can be effectively embedded within a broader design inquiry framework and define a new design method, coined Data Exploration for Design, to support methodical designerly data exploration. The design method addresses the novice’s learning curve and supporting developing a data exploration inquiry mindset with procedures and curated tools. The empirical evaluation highlights support for producing exploration outcomes that are worth the additional technical effort. We close the paper by positioning the findings in design methodology literature and motivating data exploration principles for design inquiry.The principles urge to acknowledge biases in data collection, spending time with the data, using visualizations as a means-to-an-end, and designers being part of the data collection.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128042997","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 paper presents the design of a self-regulated learning support layer which focuses on fostering learning agency awareness and student ownership in MOOC as quality deep learning indicators. Rooted in self-regulated learning ownership provides remarkable learning factors such as a sense of belongingness, increased commitment and perception of self-efficacy. These qualities are rather scarce in MOOC, as shown by the predominant techno-pedagogical design of these courses. The self-regulation support layer was developed in two phases: first, a literature review on the field and the analysis of several MOOC provided relevant insights for the theoretical approach of the layer and, second, different types of prompts in the form of self-questions were contextualized and placed throughout an existing MOOC with the involvement of researchers, teachers and MOOC content developers. Finally, in order to refine the design and include elements to enhance a more psychological-ownership-oriented approach, interviews and a co-design workshop were carried out with MOOC participants. Some of the contributions made by the different actors are presented and so is the layer proposal. “Regulation activators” which act as a link between self-regulation and psychological ownership approaches are inferred, and correspondent “learning design effects” are identified to be incorporated into MOOC to promote learning ownership.
{"title":"Fostering psychological ownership in MOOC through a self-regulation design layer","authors":"E. Barberá, Iolanda Garcia, M. Maina","doi":"10.55612/s-5002-045-004","DOIUrl":"https://doi.org/10.55612/s-5002-045-004","url":null,"abstract":"The paper presents the design of a self-regulated learning support layer which focuses on fostering learning agency awareness and student ownership in MOOC as quality deep learning indicators. Rooted in self-regulated learning ownership provides remarkable learning factors such as a sense of belongingness, increased commitment and perception of self-efficacy. These qualities are rather scarce in MOOC, as shown by the predominant techno-pedagogical design of these courses. The self-regulation support layer was developed in two phases: first, a literature review on the field and the analysis of several MOOC provided relevant insights for the theoretical approach of the layer and, second, different types of prompts in the form of self-questions were contextualized and placed throughout an existing MOOC with the involvement of researchers, teachers and MOOC content developers. Finally, in order to refine the design and include elements to enhance a more psychological-ownership-oriented approach, interviews and a co-design workshop were carried out with MOOC participants. Some of the contributions made by the different actors are presented and so is the layer proposal. “Regulation activators” which act as a link between self-regulation and psychological ownership approaches are inferred, and correspondent “learning design effects” are identified to be incorporated into MOOC to promote learning ownership.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120812388","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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