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The flow of artifacts or dataflow in learning design has not been adequately tackled by the IMS-LD specification or other existing Educational Modelin Languages. Several proposed approaches, including the LeadFlow4LD, aim to handle the main dimensions of the dataflow problem, i.e. automation, consistency and reuse. However, considering the adaptive and complex nature of real collaborative learning...
Many studies show the advantages of using a learning design approach to help teachers and instructional designers to create technology enhanced collaborative learning activities. However, some of these studies highlight lacks in such approach. This paper addresses one of them: the representation of the flow of data in the learning activity models. A generic specification is proposed that aims at pointing...
Interaction analysis (IA) is an essential element for formative evaluation, self-regulation and other important functions, especially in computer supported collaborative learning (CSCL) scenarios. However, several problems have impeded its regular use in real environments, in spite of the significant advancement of the field. This paper analyzes the main problems and alternatives encountered in the...
With the aim of facilitating teachers the design of units of learning and assessment, this paper proposes the use of different educational pattern types. Depending on the type of patterns, the resulting didactic materials are specified using IMS Learning Design or IMS Question and Test Interoperability extended with integrated Web2.0-like services.
In line with the suggestions deriving from the new problem-solving approaches to ID, this paper points out the need of integrating formalized descriptions of good practices, such as collaborative learning flow patterns (CLFP) with other representations able to support unskilled designers in selecting and instantiating scripts, setting up effective collaborative groups and their ldquosocial structuresrdquo...
Advances in educational technology have enabled new forms of organizing and managing collaborative learning environments. One of the currents trends in research on Technology Enhanced Learning is the application of computer-interpretable scenarios, such as those formalized with IMS Learning Design (IMSLD), for the description and deployment of Computer Supported Collaborative Learning (CSCL) scripts...
Communities of practice (CoP) are nowadays widely used for implementing collaborative learning approaches, under the scope of contemporary learning theories. Several communication and/or collaboration web modules are used in order to support the organizational structure and facilitate the operational purpose of such communities. Following the same approach, scientific networks (SN) are widely used...
Instructional models that reflective educators develop and share with their peers can primarily drive advances in the use of tablets in education. Communities that form around platforms such as Classroom Presenter and Group Scribbles should provide an excellent forum for such advances.
Interaction analysis has become a basic function in the field of collaborative learning, as a means for supporting both regulation and evaluation of collaborative learning processes. In spite of the fact that these processes rely on the same basic functionalities, there is a lack of proposals or systems that integrate them. The most outstanding difference between the tools that support either of the...
Studying and evaluating real experiences that promote active and collaborative learning is a crucial field in CSCL. Major issues that remain unsolved deal with the merging of qualitative and quantitative methods and data, especially in educational settings that involve both physical and computer-supported collaboration. In this paper we present a mixed evaluation method that combines traditional sources...
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