Playful design (version 1.0)

Link to the Project Site: https://fledproject.eu/team/This report is part of the WP 2 of the Project FLeD: Learning design for flexible education. The main goal of this WP is to lay the conceptual basis for the design of flipped learning scenarios. Onne of the objetives is the Playful co-design practices Throughout this WP the rational and conceptual design is developed. All activities are grounded on theory and will ensurethe creation of a structure and guidelines for the effective and inclusive application of the flipped method. The specific objectives are: - To define a conceptual framework on flexible and flipped learning. - To create a pattern to design flipped learning scenarios. - To generate scaffolding to facilitate the adaptability of the learning scenarios to diverse components (technological, inclusiveness, learning regulation) - To develop a playful experience of learning design. - To state guidelines for inclusiveness in flipped learning design.KA220-HED-63C429BAinfo:eu-repo/semantics/publishedVersio

User experience of academic lecturing staff in the use of a learning management system tool : a case study at an open distance learning institution in South Africa

The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.School of ComputingM. Sc. (Computing

Co-design of augmented reality textbook for children’s collaborative learning experience in primary schools

Augmented Reality (AR) is a recent technology that allows a seamless composition between virtual objects and the real world. This practice-based research uses the affordances of AR to design an AR textbook for collaborative learning experience. It identifies the key concepts of children s AR textbooks for the designing and evaluation of collaborative learning experiences. These concepts were used to develop a conceptual framework for the AR textbook that considers collaborative experience, learning and usability. Informed by these concepts, the research also has identified the design features which are unique to AR affordances which can be integrated in the school textbooks to develop a collaborative AR textbook for primary school children. The research follows a participatory design approach to involve the users of the AR textbook in the design process. The researcher has conducted three co-design studies involving primary school children and adults using cooperative inquiry techniques. The first study uses low-tech prototyping to find the overall direction of designing the AR textbook. After the development of the first AR textbook prototype, two formative evaluations have been conducted using cooperative inquiry critiquing, and layered elaboration techniques. Throughout these studies, a conceptual framework has been developed namely, Experience, Learn and Use (ELU) for the designing and evaluation of children s AR textbooks for collaborative learning experience. This framework is based on the adaption of Janet Read s Play, Learn, Use (PLU) model that defines children s relationships with the interactive technologies. The research proposes the ELU framework as a useful classification framework in the evaluation process, which informs the design features of the AR textbook which are related to the concepts of collaborative experience, learning and usability. The practical component of the thesis proposes a sample of an AR textbook that is integrated in the regular school curriculum. It demonstrates the design features which can be implemented in other textbooks to support collaborative learning experiences for primary school children. The documentation of the co-design process provides a practical framework for co-designing an AR textbook with children, as well as an evidence of using the ELU framework in practice. 4 This research also contributes in bridging the gap between AR and Child-Computer Interaction (CCI) communities, through the use of common CCI methods in the AR development. This research has resulted in key design principles which contribute original knowledge to the literature of the AR for children s education considering the CCI perspective. These important principles are informed by the collaborative experiences, learning and usability aspects that establish a framework for the design and evaluation of collaborative AR textbook for children. The eight identified principles by this research are, Joint Textbooks, Personalised AR Experience, Interactive AR Book, Communication-Based Learning, Rewarding AR feedback, Audio AR Textbook, Intuitive AR Markers, and Mutual AR Display. The research introduces the definition for each of the concepts and a demonstration of the related design features in the outcome of the AR textbook prototype

The Design of a Learning Experience Platform using xAPI with Design Thinking Learning to Promote Innovation

This research focuses on designing a learning experience platform using xAPI and incorporating design thinking principles to foster innovation. The study focused on two main areas: a) analyzing and synthesizing the conceptual framework for a learning experience platform using xAPI with design thinking learning to promote innovation; and b) evaluating the suitability of a learning management model design for the learning experience platform using xAPI with design thinking learning to promote innovation. The evaluation was conducted by nine experts and the model consists of five parts: 1) the student module, 2) the teacher module, 3) the learning module, 4) the analytical module, and 5) the portfolio module. These modules were derived from an assessment of the suitability of the learning style, which indicated the highest level. The result regarding the suitability of the components of the LEP-DT learning model was at the highest level ( x = 4.79, S.D). The value is 0.39. According to the assessment results, the model can be applied to learning management

Learning with E's: putting technology in its place

The topic of e-learning is the focus of much current interest within education and industry. to decrease the use of computers within education made by Cordes and. Miller (2000), for example, we need to avoid the temptation to pay too much attention to the technology and too little attention to the learners, teachers and their context. The future design challenge we face is the development of interactive educational content that enables learners to bridge the gap between the operational and conceptual levels of their interactive experience and engage with the concepts of the discipline being studied. The technology challenge is building a platform for the delivery of this content through existing and emerging technology and in multiple contexts. The theoretical challenge and potential pedagogical benefits lay in the development of a central pedagogical framework. In order to address these challenges we need to reflect on our progress to date, to assess the evidence for the effectiveness of e-learning and to identify what works and why

Reflective writing analytics for actionable feedback

© 2017 ACM. Reflective writing can provide a powerful way for students to integrate professional experience and academic learning. However, writing reflectively requires high quality actionable feedback, which is time-consuming to provide at scale. This paper reports progress on the design, implementation, and validation of a Reflective Writing Analytics platform to provide actionable feedback within a tertiary authentic assessment context. The contributions are: (1) a new conceptual framework for reflective writing; (2) a computational approach to modelling reflective writing, deriving analytics, and providing feedback; (3) the pedagogical and user experience rationale for platform design decisions; and (4) a pilot in a student learning context, with preliminary data on educator and student acceptance, and the extent to which we can evidence that the software provided actionable feedback for reflective writing

A proposed conceptual framework of drawing ability: implication for research in design education

Drawing ability and drawing knowledge are historically regarded as the fundamental competences to be developed in design education. Contemporary debates about the topic mostly focus on two major issues: 1) the effects of drawing ability on learning outcomes as critical reflections on the relationship between students’ design performances and design industry; 2) the cognitive determinants that influence the ability to draw as clarifications of complex mental processes for given graphic tasks. Despite the extraordinary contribution that the cognitive perspective has given to the topic, students’ perception about their ability to draw discloses other realities rarely investigated within the field of drawing. These realities need, therefore, to be framed in a unique model in order to find explanations to the statement “I can’t draw.” This article proposes the conceptual framework of a research project that aims to explore the factors that inhibit the ability to draw and compromise the drawing experience for undergraduate students in design related programmes at universities of East Midlands, UK. Based on the contribution of the current literature on drawing ability and supported by the theoretical constructs of Human Cognition, Mindset and Human Agency, the framework defines four core domains of drawing ability: cognitive, psychomotor, psychologic, contextual. Within each domain it is possible to identify a set of factors that potentially influence the ability to draw: cognitive and psychomotor capabilities, motivational drives, emotional states, socio-cultural beliefs. Taken together, these factors provide a more nuanced and comprehensive view of internal and external conditions influencing the ability to draw. The most prominent implication is that the proposed conceptual framework represents a valuable tool for students and educators to consider all the dynamics determining the drawing experience. It also serves to foster constructive dialogues and pedagogical plans as prevention of negative learning outcomes from the design experience

Transdisciplinary learning as a key leverage for sustainability transformations

Learning and transdisciplinary research are widely acknowledged as key components for achieving sustainability; however, the links between these concepts remain vague in the sustainability literature. Recently, emphasis has been given to transdisciplinary learning, highlighting its potential as an approach that contributes to solving real-world problems. To better understand and foster transdisciplinary learning for sustainability transformations, it is relevant to pay attention to two dimensions that define transdisciplinary learning: social interaction (individual learning in a social setting, as a group, or beyond the group), and learning forms (single-, double-, or triple-loop learning). This article introduces a conceptual framework built upon these two dimensions to understand three specific forms of transdisciplinary learning as a) individual competence development, b) experience-based collaboration, and c) societal interaction. This framework helps to clarify the design of learning processes as well as their interactions in transdisciplinary processes to support transformative change

Breaking barriers in learning math: architecture of the MILAGE Learn+ App

The purpose of the present conference paper is to describe the conceptual framework underpinning the design of a mobile app to teach and learn math in secondary schools. The mobile learning concept is part of a societal model that assumes digital skills as vital in the ability to analyze and produce digital information, apply creative skills and innovation (technological and methodological), and engage in collaborative work. Self-directed learning and learner autonomy explicitly accept responsibility for their learning in the sense of sharing the setting of learning goals, taking initiatives in planning and executing learning activities, and regularly reviewing their learning and evaluating their goals. Mobile learning may become an autonomous activity, self- motivated, and promote informal learning or/and be part of the school experience. Counseling, self and peer- assessment, and peer-to-peer collaboration are some of the requirements underlying the design of the MILAGE Learn+ mobile app, an interactive artifact intended for learning mathematics in secondary schools