COLLAGEA collaborative Learning Design editor based on patterns
Davinia Hernández-Leo, Eloy D. Villasclaras-Fernández, Juan I. Asensio-Pérez, Yannis Dimitriadis, Iván M. Jorrín-Abellán, Inés Ruiz-Requies, Bartolomé Rubia-Avi
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Zusammenfassungen
This paper has presented Collage, a collaborative LD editor that is intended to be used by teachers. It allows an
easy editing of UoLs by reusing and customizing best practices, which are formulated as patterns (CLFPs), in
structuring the flow of collaborative and non-collaborative learning activities. The ultimate goal of an LD editor
such as Collage, is to create significant, pedagogically sound scenarios that can be interpreted by players.
Collage covers an essential part of the participatory design process and therefore it may form part of the whole
life-cycle of an LD. Collage can be integrated into a system that enables creation, modification, adaptation,
running and testing. In our case, we are in the process of integrating Collage into Gridcole (Bote-Lorenzo et al.,
2004), a system capable of interpreting LDs and setting up the technological environment needed to support all the (collaborative) learning activities included in the LD.
Von Davinia Hernández-Leo, Eloy D. Villasclaras-Fernández, Juan I. Asensio-Pérez, Yannis Dimitriadis im Text COLLAGE This paper introduces Collage, a high-level IMS-LD compliant authoring tool that is specialized for CSCL
(Computer-Supported Collaborative Learning). Nowadays CSCL is a key trend in e-learning since it
highlights the importance of social interactions as an essential element of learning. CSCL is an
interdisciplinary domain, which demands participatory design techniques that allow teachers to get directly
involved in design activities. Developing CSCL designs using LD is a difficult task for teachers since LD is
a complex technical specification and modelling collaborative characteristics can be tricky. Collage helps
teachers in the process of creating their own potentially effective collaborative Learning Designs by reusing
and customizing patterns, according to the requirements of a particular learning situation. These patterns,
called Collaborative Learning Flow Patterns (CLFPs), represent best practices that are repetitively used by
practitioners when structuring the flow of (collaborative) learning activities. An example of an LD that can
be created using Collage is illustrated in the paper. Preliminary evaluation results show that teachers with
experience in CL but without LD knowledge, can successfully design real collaborative learning
experiences using Collage.
Von Davinia Hernández-Leo, Eloy D. Villasclaras-Fernández, Juan I. Asensio-Pérez, Yannis Dimitriadis im Text COLLAGE Dieser Text erwähnt ...
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6 Erwähnungen
- Supporting orchestration of CSCL scenarios in web-based Distributed Learning Environments (Luis P. Prieto, Juan I. Asensio-Pérez, Juan A. Muñoz-Cristóbal, Iván M. Jorrín-Abellán, Yannis Dimitriadis, Eduardo Gómez-Sánchez)
- Design approaches in technology enhanced learning (Yishay Mor, Niall Winters) (2007)
- Participatory design in open education - a workshop model for developing a pattern language (Yishay Mor, Niall Winters) (2008)
- Investigations of E-Learning Patterns - Context Factors, Problems and Solutions (Christian Kohls, Joachim Wedekind) (2011)
- Research on e-Learning and ICT in Education (Athanassios Jimoyiannis) (2012)
- Lernen mit Bildungstechnologien - Praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien (Helmut M. Niegemann, Armin Weinberger) (2019)
- 29. Kooperationsskripts beim technologieunterstützten Lernen (Katharina Kiemer, Christina Wekerle, Ingo Kollar)
Volltext dieses Dokuments
COLLAGE: Artikel als Volltext (: , 252 kByte; : Link unterbrochen? Letzte Überprüfung: 2021-03-21 Letzte erfolgreiche Überprüfung: 2018-01-11) |
Externe Links
COLlaborative LeArning desiGn Editor: COLLAGE is a high-level specialized Learning Design authoring tool for collaborative learning. ( : 2021-03-21) |
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Beat war Co-Leiter des ICT-Kompetenzzentrums TOP während er Dieser Text ins Biblionetz aufgenommen hat. Die bisher letzte Bearbeitung erfolgte während seiner Zeit am Institut für Medien und Schule. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.