Sharing Synchronous Collaborative Learning Structures using IMS Learning Design

2006 ◽  
Author(s):  
Aiman Turani ◽  
Rafael Calvo
Keyword(s):  
Collaborative Learning ◽  
Learning Design

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

scholarly journals Collaborative Learning Models on Distance Scenarios with Learning Design: A Case Study

2008 ◽  
Author(s):  
Luis de la Fuente Valentín ◽  
Abelardo Pardo ◽  
Carlos Delgado Kloos ◽  
Juan I. Asensio-Perez ◽  
Yannis A. Dimmitriadis
Keyword(s):  
Collaborative Learning ◽  
Learning Design ◽  
Learning Models

scholarly journals Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

2015 ◽  
Vol 6 (4) ◽  
pp. 15-23 ◽  
Author(s):  
Abderrahim EL MHOUTI ◽  
Mohamed ERRADI .
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Collaborative Design ◽  
Subjective Evaluation ◽  
Learning Objects ◽  
Design Model ◽  
Modeling Languages ◽  
Learning Design ◽  
E Learning ◽  
Set Up

In the e-learning field, there is an urgent need for the sharing, reuse and design of online courses as learning objects. However, in the vast majority of cases, e-learning courses are built in a manner that not stimulating cooperation, interaction, and collaborative learning. The primary aim of this paper is to develop a strategy for constructing learning objects, strategy targeted at supporting instructors in designing educational contents in order to promote collaborative learning in e-learning environments. A key challenge in this work is the definition of a new method of learning design of e-learning contents to stimulate collaborative learning. In addition, we introduce a general model of online and collaborative learning design. Model is based on the methods of instructional design and Educational Modeling Languages, particularly the IMS-LD specification. Firstly, the paper presents the online and collaborative design process of a content based on a life cycle adapted. Then, the paper describes the steps of the modeling process of content. Finally, the paper exposes the adopted technical choices and a first prototype is set up to provide a subjective evaluation of the new framework.

Representation of Coordination Mechanisms in IMS LD

2011 ◽  
pp. 330-351 ◽  
Author(s):  
Yongwu Miao ◽  
Daniel Burgos ◽  
David Griffiths ◽  
Rob Koper
Keyword(s):  
Collaborative Learning ◽  
Group Interaction ◽  
Analytical Framework ◽  
Coordination Mechanisms ◽  
Learning Design ◽  
Formal Representation ◽  
Coordination Theory ◽  
High Level ◽  
Almost All ◽  
Scaffold Group

Group interaction has to be meticulously designed to foster effective and efficient collaborative learning. The IMS Learning Design specification (IMS LD) can be used to create a formal representation of group interaction, and the model can then be used to scaffold group interaction by means of coordination support at runtime. In this chapter, we investigate the expressiveness of IMS LD in representing coordination mechanisms by using coordination theory as an analytical framework. We have found that IMS LD can represent almost all the basic coordination mechanisms. We have also identified some hurdles to be overcome in representing certain coordination mechanisms. According to coordination theory, common coordination mechanisms can be reused in different settings. We briefly explore the feasibility of representing coordination mechanisms at a high-level of abstraction, which will be easier for instruction designers and teachers to understand and use.

Diagrams of learning flow patterns' solutions as visual representations of refinable IMS Learning Design templates

2008 ◽  
pp. 394-412 ◽  
Author(s):  
Davinia Hernández-Leo ◽  
Eloy D. Villasclaras-Fernández ◽  
Juan I. Asensio-Pérez ◽  
Yannis Dimitriadis
Keyword(s):  
Collaborative Learning ◽  
Design Process ◽  
Visual Representations ◽  
Flow Patterns ◽  
Learning Design ◽  
Authoring Tools ◽  
Good Practices ◽  
Diagrammatic Representations ◽  
Real Scenario ◽  
Learning Flow

This chapter introduces the use of diagrammatic representations of learning flow patterns as a means of visualizing refinable IMS Learning Design (IMS LD) templates. It argues that the incorporation of pattern-based IMS LD templates in authoring tools, which graphically guide users to create their own learning designs, offers a solution to the problem of IMS LD constructs not being familiar to educators because of its technical nature and text-based notation. Furthermore, this solution facilitates the reuse of good practices formulated as patterns, permitting a design process that promotes potentially effective results. This issue is especially important in collaborative learning designs, in which elicitations of desired social interactions are planned beforehand. Based on these ideas, the chapter also presents Collage, an IMS LD editor which provides templates based on Collaborative Learning Flow Patterns (CLFPs), and includes an example drawn from a real scenario that show the feasibility and usefulness of the approach.

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