RT info:eu-repo/semantics/article
T1 Supporting and representing Learning Design with digital tools: in between guidance and flexibility
A1 Pozzi, Francesca
A1 Asensio Pérez, Juan Ignacio
A1 Ceregini, Andrea
A1 Dagnino, Francesca Maria
A1 Dimitriadis Damoulis, Ioannis
A1 Earp, Jeffrey
K1 Diseño de aprendizaje
K1 Conceptualización
K1 Autoría
K1 58 Pedagogía
AB The research field of Learning Design (LD) has been active for some time now, but several questions remain open for the scientific community. In particular, the article tackles issues that have been core concerns in LD over the years: (1) how to support the different phases of the LD process; (2) what representations should be used in the various steps; and (3) to what extent should digital LD tools be structured or flexible, either guiding the teacher/designer or leaving them free to pursue their own design path and style. The authors investigated these open questions through an LD tool called the Pedagogical Planner. This tool has been evaluated in authentic contexts with the goal of providing input for the ongoing debate. Evaluation has focused on the perceptions and actual usage by teachers, generating significant evaluative data to be used as a spur for further reflection on LD.
PB Routledge
SN 1475-939X
YR 2020
FD 2020
LK http://uvadoc.uva.es/handle/10324/43264
UL http://uvadoc.uva.es/handle/10324/43264
LA eng
NO Technology, Pedagogy and Education,2020, vol. 29, n.1, p. 109- 128.
NO Producción Científica
DS UVaDOC
RD 24-abr-2024