Pub Date : 2020-08-20DOI: 10.55612/s-5002-045-001psi
I. Buchem, G. Tur, J. Salinas
Psychological ownership is a concept describing a relationship between a person and an object in which the object is experienced as “connected with the self” [1] and/or becomes a part of an “extended self' [2]. Psychological ownership in context of learning and education is rooted in Self-Regulated Learning, SRL [3] and has been viewed as an essential component in the development of metacognitive and critical thinking skills [4]. Psychological ownership has received increased attention in different fields of research, including organisational development and leadership, education and consumer behaviour [5,46]. A number of authors have addressed the links between psychological ownership and self-identity, self-adjustment, accountability, sense of belonging and citizenship [5,6]. Psychological ownership has been viewed as a positive resource for attitudes (e.g. higher commitment, responsibility), self-esteem, selfefficacy, motivation, accountability, performance and self-identity [5-8]. The theory of psychological ownership considers ownership as a multi-dimensional construct encompassing (1) sense of responsibility, (2) sense of identity, (3) sense of accountability, (4) sense of self-efficacy and (5) sense of belongingness [6]. Psychological ownership has been studied in relation to physical entities, e. g. house, and non-physical entities, e. g. ideas [8] and in relation to tangible elements of a learning environment, e. g. technology, and intangible elements, e. g. data [9]. Studies on psychological ownership have been focused on understanding the nature of psychological ownership and related concepts such as control, accountability and identity, and the effects of psychological ownership on learning and performance in online learning [10,11]. The concept of ownership in context of learning and education has been studied in relation to physical learning environments [12], individualized education programs [13], student-directed planning of learning processes [14], professional communities of teachers [15], service learning [16], teacher education [17], group projects and effective leadership in groups [18], collaborative writing [19] and perceived learning [20], formative assessment [21], learning contracts [22], academic readiness [23], formative assessment [24], formative instructional practices [25], laboratory courses [26], often in relation to student engagement and student performance. Ownership has a close relationship with other related themes such as self-regulated learning and agency, both of which have received a growing interest in recent years. In particular, self-efficacy is a particular common element in all three -see for example, the models of SRL by Zimmerman [27] and higher education students’ agency by Jääskelä, Poikkeus, Vasalampi, Valleala and Rasku-Pustonen [28]. The question of ownership and control has been also explored in the field of technology enhanced learning, especially in learner-centered approaches to learning
{"title":"Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency","authors":"I. Buchem, G. Tur, J. Salinas","doi":"10.55612/s-5002-045-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-045-001psi","url":null,"abstract":"Psychological ownership is a concept describing a relationship between a person and an object in which the object is experienced as “connected with the self” [1] and/or becomes a part of an “extended self' [2]. Psychological ownership in context of learning and education is rooted in Self-Regulated Learning, SRL [3] and has been viewed as an essential component in the development of metacognitive and critical thinking skills [4]. Psychological ownership has received increased attention in different fields of research, including organisational development and leadership, education and consumer behaviour [5,46]. A number of authors have addressed the links between psychological ownership and self-identity, self-adjustment, accountability, sense of belonging and citizenship [5,6]. Psychological ownership has been viewed as a positive resource for attitudes (e.g. higher commitment, responsibility), self-esteem, selfefficacy, motivation, accountability, performance and self-identity [5-8]. The theory of psychological ownership considers ownership as a multi-dimensional construct encompassing (1) sense of responsibility, (2) sense of identity, (3) sense of accountability, (4) sense of self-efficacy and (5) sense of belongingness [6]. Psychological ownership has been studied in relation to physical entities, e. g. house, and non-physical entities, e. g. ideas [8] and in relation to tangible elements of a learning environment, e. g. technology, and intangible elements, e. g. data [9]. Studies on psychological ownership have been focused on understanding the nature of psychological ownership and related concepts such as control, accountability and identity, and the effects of psychological ownership on learning and performance in online learning [10,11]. The concept of ownership in context of learning and education has been studied in relation to physical learning environments [12], individualized education programs [13], student-directed planning of learning processes [14], professional communities of teachers [15], service learning [16], teacher education [17], group projects and effective leadership in groups [18], collaborative writing [19] and perceived learning [20], formative assessment [21], learning contracts [22], academic readiness [23], formative assessment [24], formative instructional practices [25], laboratory courses [26], often in relation to student engagement and student performance. Ownership has a close relationship with other related themes such as self-regulated learning and agency, both of which have received a growing interest in recent years. In particular, self-efficacy is a particular common element in all three -see for example, the models of SRL by Zimmerman [27] and higher education students’ agency by Jääskelä, Poikkeus, Vasalampi, Valleala and Rasku-Pustonen [28]. The question of ownership and control has been also explored in the field of technology enhanced learning, especially in learner-centered approaches to learning ","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41819906","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}
Pub Date : 2020-08-20DOI: 10.55612/s-5002-045-001pfs
J. Dodero, Hongji Yang, Antonio Balderas
{"title":"End-user development challenges for creative computing","authors":"J. Dodero, Hongji Yang, Antonio Balderas","doi":"10.55612/s-5002-045-001pfs","DOIUrl":"https://doi.org/10.55612/s-5002-045-001pfs","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178974","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}
Pub Date : 2020-05-10DOI: 10.55612/s-5002-044-001p
C. Giovannella
{"title":"Preface of issue 44","authors":"C. Giovannella","doi":"10.55612/s-5002-044-001p","DOIUrl":"https://doi.org/10.55612/s-5002-044-001p","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45487303","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}
Pub Date : 2019-12-20DOI: 10.55612/s-5002-043-001psi
C. Giovannella, S. Manca
In a people-centered perspective, to get smart, a learning ecosystem has to undergo a long evolutionary process involving a combination of co-design, participatory evaluation, and empowering steps, among other things. In this light, design literacy becomes the cornerstone for enabling and supporting this evolutionary path. Digital technologies are expected to act as empowering agents of multidimensional human well-being on that path, helping learning settings recover their central role in educating future citizens and in fostering social innovation and territorial development [1,2]. Concretizing this vision means also contributing to the reification of the United Nations 2030 Agenda for Sustainable Development Goals (SDGs) [3]. However, this is no easy task since, as UNESCO itself suggests, it involves questioning the future of "places" and learning processes, teacher education and training, learning accessibility and all those elements that can ensure learning ecosystems safeguard the well-being of the actors involved and sustain social innovation. In the organic era of interaction dominated by the pervasive presence of devices and networks, achieving SDG 4 Quality Education, one has also to take into consideration the digital world and the skills associated with it. This notwithstanding, technologies that can in principle offer ’unlimited’ possibilities are also harbingers of important criticalities, above all the sustainability of the "digital" itself. Until now, there has been little discussion on these issues, not to mention a paucity of investigations about the interplay between digital and other competences. The digital world tends to be perceived and experienced as substitutive of reality (or at least as a discrete parallel channel), not so much as truly integrated with the physical world. Consequently, digital skills tend to be considered as those that allow you to be a successful "citizen" of the virtual world. Never before as in these pandemic-ridden times should reflections on virtuality be so prominent in the debate on such issues, with focus on their relevance for the smartness of learning ecosystems that by force majeure need to maintain connection with physical reality. Never before as in this moment must we ask ourselves what impact educational technologies have on learning ecosystems and processes, albeit virtualized ones. Technologies have ensured continuity probably thanks to the centrality of the human component, which has been able to repurpose technologies that were originally designed for socializing and collaborative work in order to support learning processes. Never as in this moment is it so appropriate to ask ourselves what is essential and what is not, what generates impact and what can be wiped out as if it had never existed, what real possibilities we have to increase the smartness of a learning ecosystem so as to achieve "better learning for a better world", as stated in the Timisoara Declaration [4]. Interaction D
{"title":"Smart Learning Ecosystems - Design as cornerstone of smart educational processes and places","authors":"C. Giovannella, S. Manca","doi":"10.55612/s-5002-043-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-043-001psi","url":null,"abstract":"In a people-centered perspective, to get smart, a learning ecosystem has to undergo a long evolutionary process involving a combination of co-design, participatory evaluation, and empowering steps, among other things. In this light, design literacy becomes the cornerstone for enabling and supporting this evolutionary path. Digital technologies are expected to act as empowering agents of multidimensional human well-being on that path, helping learning settings recover their central role in educating future citizens and in fostering social innovation and territorial development [1,2]. Concretizing this vision means also contributing to the reification of the United Nations 2030 Agenda for Sustainable Development Goals (SDGs) [3]. However, this is no easy task since, as UNESCO itself suggests, it involves questioning the future of \"places\" and learning processes, teacher education and training, learning accessibility and all those elements that can ensure learning ecosystems safeguard the well-being of the actors involved and sustain social innovation. In the organic era of interaction dominated by the pervasive presence of devices and networks, achieving SDG 4 Quality Education, one has also to take into consideration the digital world and the skills associated with it. This notwithstanding, technologies that can in principle offer ’unlimited’ possibilities are also harbingers of important criticalities, above all the sustainability of the \"digital\" itself. Until now, there has been little discussion on these issues, not to mention a paucity of investigations about the interplay between digital and other competences. The digital world tends to be perceived and experienced as substitutive of reality (or at least as a discrete parallel channel), not so much as truly integrated with the physical world. Consequently, digital skills tend to be considered as those that allow you to be a successful \"citizen\" of the virtual world. Never before as in these pandemic-ridden times should reflections on virtuality be so prominent in the debate on such issues, with focus on their relevance for the smartness of learning ecosystems that by force majeure need to maintain connection with physical reality. Never before as in this moment must we ask ourselves what impact educational technologies have on learning ecosystems and processes, albeit virtualized ones. Technologies have ensured continuity probably thanks to the centrality of the human component, which has been able to repurpose technologies that were originally designed for socializing and collaborative work in order to support learning processes. Never as in this moment is it so appropriate to ask ourselves what is essential and what is not, what generates impact and what can be wiped out as if it had never existed, what real possibilities we have to increase the smartness of a learning ecosystem so as to achieve \"better learning for a better world\", as stated in the Timisoara Declaration [4]. Interaction D","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43183809","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}
T. Jaskiewicz, I. Mulder, Nicola Morelli, Janice S. Pedersen
This paper investigates the opportunities of leveraging a hackathon format to empower citizens’ abilities of using open data to improve their neighbourhoods and communities. The presented discussion is grounded in five civic hackathon case studies organised in five european cities. The research revealed specialised learning and collaborative alignment as two mutually complementing aspects of the involved learning processes, which were achieved with the help of high-fidelity and low-fidelity prototypes, respectively. Consequently, the paper identifies and discusses three main factors required to sustain social learning ecosystems beyond hackathon events, and with the purpose of democratisation of smart city services. These factors include a) supporting individuals in obtaining specific expert knowledge and skills, b) nurturing data-literate activist communities of practice made up of citizens with complementary expert skillsets, and c) enabling members of these communities to generate varying fidelity prototypes of open-data services.
{"title":"Hacking the hackathon format to empower citizens in outsmarting \"smart\" cities","authors":"T. Jaskiewicz, I. Mulder, Nicola Morelli, Janice S. Pedersen","doi":"10.55612/s-5002-043-001","DOIUrl":"https://doi.org/10.55612/s-5002-043-001","url":null,"abstract":"This paper investigates the opportunities of leveraging a hackathon format to empower citizens’ abilities of using open data to improve their neighbourhoods and communities. The presented discussion is grounded in five civic hackathon case studies organised in five european cities. The research revealed specialised learning and collaborative alignment as two mutually complementing aspects of the involved learning processes, which were achieved with the help of high-fidelity and low-fidelity prototypes, respectively. Consequently, the paper identifies and discusses three main factors required to sustain social learning ecosystems beyond hackathon events, and with the purpose of democratisation of smart city services. These factors include a) supporting individuals in obtaining specific expert knowledge and skills, b) nurturing data-literate activist communities of practice made up of citizens with complementary expert skillsets, and c) enabling members of these communities to generate varying fidelity prototypes of open-data services.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005603","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 transdisciplinary research project Lehrraum_digital[Lecture Room_digital] at the TU Dresden concentrated on developing and testing participatory methods and instruments to plan and design physical teaching and learning environments for vocational education and training (VET) considering the progressive digitalization of education. This paper presents case studies that were carried out at VET institutions in 2017 as the main part of the project. A special workshop format called Raumwerkstattis the primary focus of the paper. The workshop was developed within the project Lehrraum_digitaland, with regard to the relevance of physical learning environments in VET, it was conducted in the form of case studies with trainees and apprentices.
{"title":"Third Teacher goes Raumwerkstatt - participatory planning processes to redesign physical learning spaces","authors":"L. Schlenker, Carmen Neuburg","doi":"10.55612/s-5002-043-002","DOIUrl":"https://doi.org/10.55612/s-5002-043-002","url":null,"abstract":"The transdisciplinary research project Lehrraum_digital[Lecture Room_digital] at the TU Dresden concentrated on developing and testing participatory methods and instruments to plan and design physical teaching and learning environments for vocational education and training (VET) considering the progressive digitalization of education. This paper presents case studies that were carried out at VET institutions in 2017 as the main part of the project. A special workshop format called Raumwerkstattis the primary focus of the paper. The workshop was developed within the project Lehrraum_digitaland, with regard to the relevance of physical learning environments in VET, it was conducted in the form of case studies with trainees and apprentices.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005214","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 study focuses on fragmented information awareness as a result of the cross-use of Digital Learning Environments (DLEs), rather than focusing on the use of individual Learning Management Systems (LMSs). This study goes beyond adopting an educational perspective as the classical studies on LMSs do. DLEs are defined as a plethora of digital systems that may be used within a teaching/learning context, including LMSs, but also social media shared dashboards communication tools, etc. used in such context. The paper addresses the issues encountered by different actors (students, teaching staff) when using DLEs. The study is theoretically anchored within the Human-Computer Interaction (HCI)/Computer-Supported Cooperative Work (CSCW) concept of awareness, repurposing the concept in an educational setting. The paper introduces fragmented information awareness, which is a new concept in the extensive existent body of literature on systems supporting Situation Awareness (SA), distributed, and shared awareness. The contribution of this paper lies in defining, describing, and addressing fragmented information awareness, grounded in empirical qualitative data. Moreover, the study addresses Universal Design (UD) issues by proposing a set of recommendations for non-fragmented information awareness from within and from without. Overall, the study subscribes to the third and fourth HCI waves.
{"title":"Use of Multiple Digital Learning Environments: A study About Fragmented Information Awareness","authors":"Diana Saplacan, Jo Herstad, Zada Pajalić","doi":"10.55612/s-5002-043-005","DOIUrl":"https://doi.org/10.55612/s-5002-043-005","url":null,"abstract":"The study focuses on fragmented information awareness as a result of the cross-use of Digital Learning Environments (DLEs), rather than focusing on the use of individual Learning Management Systems (LMSs). This study goes beyond adopting an educational perspective as the classical studies on LMSs do. DLEs are defined as a plethora of digital systems that may be used within a teaching/learning context, including LMSs, but also social media shared dashboards communication tools, etc. used in such context. The paper addresses the issues encountered by different actors (students, teaching staff) when using DLEs. The study is theoretically anchored within the Human-Computer Interaction (HCI)/Computer-Supported Cooperative Work (CSCW) concept of awareness, repurposing the concept in an educational setting. The paper introduces fragmented information awareness, which is a new concept in the extensive existent body of literature on systems supporting Situation Awareness (SA), distributed, and shared awareness. The contribution of this paper lies in defining, describing, and addressing fragmented information awareness, grounded in empirical qualitative data. Moreover, the study addresses Universal Design (UD) issues by proposing a set of recommendations for non-fragmented information awareness from within and from without. Overall, the study subscribes to the third and fourth HCI waves.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005235","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 describesa design-based implementation research (DBIR) project, focused on the co-design and implementation of an orchestration tool for teaching assistants (TAs) in required engineering classes. Building on our collaboration with the engineering department, we identified a need for a tool that provides insight into groups to help TAs intervene in real-time. This paper presents two phases of our iterative co-design process. The first phase includes the initial design of the tool from design workshops with TAs. The second phase focuses on a 16-week implementation of the orchestration tool and reports on interviews with TAs to understand how they used the tool. Findings indicate that the impact of the tool varies and that the uptake of the tool differs by TA. Finally, we reflect on the co-design process and discuss future directions for the creation of this technology.
{"title":"Co-Design of an Orchestration Tool: Supporting Engineering Teaching Assistants as they Facilitate Collaborative Learning","authors":"LuEttaMae Lawrence, Emma Mercier","doi":"10.55612/s-5002-042-006","DOIUrl":"https://doi.org/10.55612/s-5002-042-006","url":null,"abstract":"This paper describesa design-based implementation research (DBIR) project, focused on the co-design and implementation of an orchestration tool for teaching assistants (TAs) in required engineering classes. Building on our collaboration with the engineering department, we identified a need for a tool that provides insight into groups to help TAs intervene in real-time. This paper presents two phases of our iterative co-design process. The first phase includes the initial design of the tool from design workshops with TAs. The second phase focuses on a 16-week implementation of the orchestration tool and reports on interviews with TAs to understand how they used the tool. Findings indicate that the impact of the tool varies and that the uptake of the tool differs by TA. Finally, we reflect on the co-design process and discuss future directions for the creation of this technology.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005522","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}
Bernhard Göschlberger, Christoph Brandstetter, Fabian Dopler
In a knowledge society knowledge is dynamic, distributed and dependent on social context. The variety of professional communities of practice (CoP) and their individual knowledge needs are a challenge for community information systems for learning and knowledge exchange. Social Micro-Learning is an approach that allows the co-creation of new individualized knowledge artifact types for specific needs of a certain CoP. In this paper we propose a co-creation approach for Social Micro-Learning and evaluate it in workshops with four different CoPs in the professional domain. Our results confirm our assumptions about the diversity of knowledge needs and show that our co-creation process is highly appreciated.
{"title":"Co-Creation of Micro-Content Types","authors":"Bernhard Göschlberger, Christoph Brandstetter, Fabian Dopler","doi":"10.55612/s-5002-042-005","DOIUrl":"https://doi.org/10.55612/s-5002-042-005","url":null,"abstract":"In a knowledge society knowledge is dynamic, distributed and dependent on social context. The variety of professional communities of practice (CoP) and their individual knowledge needs are a challenge for community information systems for learning and knowledge exchange. Social Micro-Learning is an approach that allows the co-creation of new individualized knowledge artifact types for specific needs of a certain CoP. In this paper we propose a co-creation approach for Social Micro-Learning and evaluate it in workshops with four different CoPs in the professional domain. Our results confirm our assumptions about the diversity of knowledge needs and show that our co-creation process is highly appreciated.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005513","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 reports the co-creation process carried out during the development of a web-based visual representation model for authoring blended learning designs. The results of several participatory design workshops with high school teachers of two school communities have allowed to advance the development process through iterative cycles of refinement and improvement. The authoring tool resulting from the co-creation process supports teachers in the planning and visualization of complex blended learning scenarios (including hybrid massive online courses, flipped classroom and problem-based learning designs). Our experience contributes to the research community with a case study on using co-creation in technology-enhanced learning, where we discuss the challenges and opportunities found during the implementation process of this collaborative and participatory approach.
{"title":"Co-creating a web-based visual representation model for authoring blended learning designs","authors":"L. Albó, Davinia Hernández Leo","doi":"10.55612/s-5002-042-008","DOIUrl":"https://doi.org/10.55612/s-5002-042-008","url":null,"abstract":"This paper reports the co-creation process carried out during the development of a web-based visual representation model for authoring blended learning designs. The results of several participatory design workshops with high school teachers of two school communities have allowed to advance the development process through iterative cycles of refinement and improvement. The authoring tool resulting from the co-creation process supports teachers in the planning and visualization of complex blended learning scenarios (including hybrid massive online courses, flipped classroom and problem-based learning designs). Our experience contributes to the research community with a case study on using co-creation in technology-enhanced learning, where we discuss the challenges and opportunities found during the implementation process of this collaborative and participatory approach.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005534","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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