Estudis de Psicologia i Ciències de l'Educació

Prescriptive stage models have been found insufficient to describe the dynamic aspects of designing, especially in interdisciplinary e-learning design teams. There is a growing need for a systematic empirical analysis of team design processes that offer deeper and more detailed insights into instructional design (ID) than general models can offer. In this paper we present findings from two case studies of team design meetings involved in the development of fully online courses at two well-established European Distance Universities. We applied an activity-based approach to an extended verbal protocol dataset. This method proved to be adequate to describe the emerging team design process by taking into account both cognitive and social aspects of team activity in this specific context. Our findings provide evidence that design is more than problem solving, mainly because the design process is strongly related to the communication process in a team. Some useful patterns of designing emerge, which shed light on the still implicit nature of ID performed by teams. We conclude by presenting guidelines for team designing in the complex field of e-learning.

Le système TELOS1 intègre un ensemble d'architectures, de méthodes et d'outils appelés à transformer en profondeur le fonctionnement institutionnel et les pratiques professionnelles en matière de conception, de production et de diffusion de cours et d'apprentissage en ligne. ...

The field of instructional design and technology has always evolved and grown, translating new knowledge in the learning and cognitive sciences into instructional principles, increasingly incorporating technological innovations into the design of educational solutions, and adapting to social changes (Reiser, 2007; Tennyson, 2005). The 'learning object' paradigm, which mainly emerged out of economical and technological concerns, was first developed within the field of software engineering, but is significantly gaining the attention of researchers and practitioners in the field of education at large. Even though this perspective is affecting instructional design practices, still little is known about well-structured methods enabling the support of instructional design processes oriented in this way. We present here a case study, which is part of ongoing doctoral research, and aims to provide a robust instructional design method for the production of learning designs compliant with the IMS LD 2 specification. Our work focuses on the adaptation of an instructional engineering method known as MISA 3 .

Este capítulo presenta un estudio que profundiza la noción de contenido generado por los alumnos desde una perspectiva pragmática. Tomando como escenario de referencia la asignatura Competencias TIC de la Universitat Oberta de Catalunya, proponemos una serie de criterios de calidad integrados en un marco genérico y flexible. Este marco de referencia se centra tanto en el propio proceso de producción de conocimientos compartido como en las características de un contenido entendido como resultado de un proceso de aprendizaje. Los criterios tienen además la finalidad de proporcionar elementos para la elaboración de estrategias docentes, el seguimiento y la evaluación de una propuesta de aprendizaje centrada en la generación de contenidos válidos para su reutilización.

The research presented in this chapter is based on the assumption that sharing pedagogical knowhow (Daziel, 2008) improves teaching practice, and, therefore, learning experiences. Facilitating the sharing of pedagogical know-how supposes finding ways to make it explicit in a comprehensible manner, thus assuring communicability of the design generated. This issue can be framed within the field of instructional design with special attention paid to the design output. When made explicit, the planning of a teaching and learning situation may be documented in

Since the implementation of the EHEA, competence-based learning and assessment have become main universities’ concerns. We define “competence” as the capacity to mobilize all types of resources (cognitive, social, etc.) to take decisions and/or solve complex situations in an efficient way. Being competent entails selecting and combining available knowledge to provide an adequate response to a situation. The implementation of this approach focuses on learning activities rather than on content, and emphasizes the active role of the student agency of their own learning. This paradigm shift also requires a change in the teachers’ role where the focus is on the students' learning process and the evaluation of competences. We identified two main objectives: 1.-to analyze best practices of competence-based learning and assessment, especially those focused on ICT 2.-to develop a set of strategies, guidelines and tools to facilitate competence-based e-assessment in HE. To achieve these g...

This work describes a participatory design process of a course about open educational resources aiming at university professors in Latin-America. The methodology involves the active participation of Higher Education stakeholders for the adoption and fostering of specific actions aligned with the principles of open education. This task is part of the OportUnidad European project.

The digital revolution enabled by social and ubiquitous technologies is constantly transforming macro and micro levels of society including industry, organizations and government as well as ways in which we communicate, we work, and we carry on our daily lives. Education is therefore also being challenged to respond to evolving societal demands by supporting the development of competent and engaged citizens. In this context, individuals' capability to get involved and exploit the affordances of networked environments for learning and development may condition their opportunities to cope with societal and labor demands. In this chapter, the metaphor of learning ecologies is proposed to provide a framework from which to analyze interactions between individuals and their environment, and the way their experiences across different contexts throughout life promote and shape learning processes. Learning ecologies allow us to explore frontier pedagogies connecting formal, non-formal and informal educational contexts, acting as personal strategies that may orchestrate lifelong , life-wide and life-deep learning. We start by defining and framing learning ecologies, providing the theoretical roots and reviewing some recent studies in the field. Next, we propose constructs and models but also strategies and tools that may be of help to enhance and support personal ecologies for learning. Finally, the concept of personal pedagogies is proposed to refer to a set of autonomy and agency skills and attitudes that can be dynamically integrated by individuals to support an ecology for self-development and personal learning. We articulate from this perspective several trends in the area of self-directed learning located in the technological and pedagogical intersection: MOOCs, current awareness, e-portfolios and social networks.

A new understanding of knowledge production and learning challenges the core of learning design, demanding innovative and appropriate approaches to teaching and learning. We present a set of learning design principles drawn from the learner’s perspective. They focus on empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and finally using a variety of media and ICTs to create and publish learning resources and outputs.

This work is concerned with a reflection on the construct of “chronotope” (Bakhtin, 1981) as a conceptual tool suitable for illustrating the affordances of emerging Web 2.0 learning ecologies of doctoral researchers. For the purposes of this work, the chronotope is considered as an analytical lens suitable for illustrating the movements of PhD researchers across shifting space/time configurations (affordances) arising from scholarly environments increasingly permeated by digital mediation. The conceptual framework under construction looks at the intersection of time and space being produced by self-directed PhD students, engaged in sifting the learning opportunities provided both by institution-bounded and self-organized learning ecologies in the open Web. The focus is on the role that personal technologies – especially social Web tools and environments – play in the function of supporting academic identity building in the course of a doctorate and in affecting the boundary crossing...

This chapter discusses the manifold ways in which the notion of 'ecology' and 'learning ecology' are adopted to interpret digitally-mediated educational contexts, to account for e-learning in higher education and to refer to emergent forms of networked environments and related learning practices. Moreover, the chapter provides a brief discussion on a research case focusing on the investigation of PhD students adopting social media in their doctoral journey. Exploring concepts such as 'resilience','keystone species', and an ecological view of agency enables the researcher to better understand and design learner experiences in a changing digital landscape and subsequentely to assist learners integrate their self-organized digital practices into the academic ecosystem. Thinking of doctoral students using social Web tools for academic purposes in ecological terms helps to consider the adoption of ICTs as a component in an ecology of resources. Focus is on personal ecologies, emerging from current uses of individualized media, and on the capacity of the individual students to act upon their situated local contexts. However, there are limitations and risks in the adoption of the lens of learning ecology which the researcher should be aware of.

This work is concerned with a reflection on the construct of “chronotope” (Bakhtin, 1981) as a conceptual tool suitable for illustrating the affordances of emerging Web 2.0 learning ecologies of doctoral researchers. For the purposes of this work, the chronotope is considered as an analytical lens suitable for illustrating the movements of PhD researchers across shifting space/time configurations (affordances) arising from scholarly environments increasingly permeated by digital mediation. The conceptual framework under construction looks at the intersection of time and space being produced by self-directed PhD students, engaged in sifting the learning opportunities provided both by institution-bounded and self-organized learning ecologies in the open Web. The focus is on the role that personal technologies – especially social Web tools and environments – play in the function of supporting academic identity building in the course of a doctorate and in affecting the boundary crossing...

This paper introduces a conceptual matrix for analyzing ePortfolios, both in terms of design and educational purposes. For the development of this matrix, defined as support for the development of a diagnostic and projective tool, we applied an integrative literature review validated by experts. The matrix can help those who want to implement an ePortfolio for the first time, enhance and expand its use supporting learning, as a monitoring and evaluation strategy, or as a professional development and strategic positioning at the individual or institutional level.

Chronotopes in learner-generated contexts. A reflection about the interconnectedness of temporal and spatial dimensions to provide a framework for the exploration of hybrid learning ecologies of doctoral e-researchers. eLC Research Paper Series, 6, 15-28. CHRONOTOPES IN LEARNER-gENERATED CONTExTS. A REfLECTION AbOuT THE INTERCONNECTEDNESS… #02 CHRONOTOPES IN LEARNER-gENERATED CONTExTS.

Chronotopes in learner-generated contexts. A reflection about the interconnectedness of temporal and spatial dimensions to provide a framework for the exploration of hybrid learning ecologies of doctoral e-researchers. eLC Research Paper Series, 6, 15-28. CHRONOTOPES IN LEARNER-gENERATED CONTExTS. A REfLECTION AbOuT THE INTERCONNECTEDNESS… #02 CHRONOTOPES IN LEARNER-gENERATED CONTExTS.

This research aims at studying the processes of learning regulation in xMOOC environments, attending to both the individual and social dimensions of learning. Specifically, it attempts to analyze how the processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in open and massive learning contexts to achieve a deeper learning. To this end, a design-based research model is applied to allow a direct intervention in pedagogical practice, through a cyclic process of four stages: design, intervention, evaluation and reflection and redesign of a support system for the regulation of learning in an xMOOC. This paper presents the first iteration of the research together with the results of semi-structured interviews with some participants. First, we present the theoretical foundations of the design that have been applied to the proposed regulation support system as a result of a comprehensive literatura review. Next, we describe the implementat...

This article presents the implementation of an assessment model for generic competences in K-12 enabled by open educational practices. It showcases a digital competence assessment model that outlines the design of competence assessment scenarios constructed by means of a collaborative process involving teachers from six European countries, learning designers, and researchers. Our study draws attention to the concept of open educational practices as a broad descriptor of four areas of teacher practice regarding design, content, teaching, and assessment. The process unfolds through three phases, where teachers' engagement with collaborative processes and network-based tools facilitate the construction of active shared learning. It analyzes the joint creation of open practices, and the production of open educational resources. The scalability, flexibility, and adaptability of competence assessment scenarios underline their transferability to similar contexts. The experience may benefit educational institutions and communities of teachers interested in innovating and opening up education.

The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario. A new understanding of knowledge production and learning challenges the core of learning design, demanding innovative and appropriate approaches to teaching and learning. We present a set of learning design principles drawn from the learner’s perspective. They focus on empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and finally using a variety of media and ICTs to create and publish learning resources and outputs. Le debat autour des cours en ligne ouverts et massifs (MOOC) est beaucoup pl...

En este trabajo se presenta una herramienta conceptual y diagnostica que permite llevar a cabo un analisis de los ePortfolios, tanto a nivel de su diseno como del proposito educativo para el cual fueron creados. Dicha herramienta, que se presenta como una matriz, tiene un doble objetivo; guiar a todos aquellos que quieran implementar por primera vez un ePortfolio, o bien mejorar y ampliar su uso, ya sea como estrategia de seguimiento y evaluacion, ya sea como estrategia de ensenanza y aprendizaje.