Learning Design Process Research Articles

Measuring Changing of Problem Solving Ability Using Rasch Measurement Model

The main purpose of this study is to measure changes in students’ perception on their problem solving ability over time by using Rasch Measurement Model. Pre-experimental with one group pretest-posttest design was conducted to investigate how web-based learning system of design education, known as PROUD, affected students’ perceptions of their problem solving ability. Thirty second-year students pursuing their bachelor degree in technical and vocational education participated in the study. Respondents utilized PROUD for 14 weeks in the process of learning design. Problem Solving Inventory was used as a research instrument and appeared valid and reliable to measure the changes. A pretest was administered at the beginning of the course and a posttest after the learning completed. Changes in the students’ perceptions of their problem solving ability were gauged using the rack and stack analysis. A paired sample t-test was also included in the data analysis. The result of the pretest and posttest were −0.147±1.554 logits and −0.749±0.980 logits, respectively. These findings indicate that the perceptions of the students on their ability to solve problems have increased significantly after using the PROUD (paired sample t-test, p = 0.032). These have proven that the use of PROUD changes the students’ perception on their problem solving ability throughout the learning process of design.

Designing Massive Open Online Courses to take account of participant motivations and expectations

AbstractWe report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.

Designing networked learning with 4Ts

This paper tackles the issue of how to support the design of effective collaborative activities in networked learning contexts. At the crossover between the ‘learning design' and the ‘networked learning' research sectors, notions such as ‘collaborative techniques', ‘design patterns' or ‘scripts' are often used to describe and/or run online collaborative learning activities. Based on these concepts, technological tools have been implemented that reify these notions and support several phases of the learning design process, including the sharing and reuse of design representations. Despite the differences among tools, most of the them support the representation of learning designs that are already "in the designer's mind", while few technological tools specifically provide guidance and support in the early phase of the design process of collaborative activities, i.e. the conceptualization of the design. Focusing on this gap, this paper proposes a model and, based on it, a game supporting the conceptualization of online collaborative activities for networked learning contexts. Both the model and the game are based on the interplay of four variables, the 4Ts: Task, Teams, Time and Technology, regarded as the key aspects of the decisions to be made. The model suggests that, to design the online activity, the teacher/designer will need to "juggle" around with these four variables and their reciprocal relationships in a cyclic, iterative process, regardless of whether she wants to start the design from scratch or to reuse an already existing collaborative. Implemented with the aim of scaffolding such iterative process and supporting a group of teachers in the decision taking phases, the game consists of a board, representing the Time component, and of 5 decks of cards (respectively for the Task, Team, Technology, Technique and the Jokers). Each deck contains cards describing instances of Task, Team, Technology or Technique, while the Joker cards are empty and should be filled in by players with new instances. To guide the decisions, each card illustrates the dependencies between that particular instance of T and the others, thus making the decision criteria as explicit as possible and stimulating reflection on how each variable impacts on the others. Both the 4Ts model and the game have been field tested and evaluated by the developers with a group of 48 teachers. The results encourage the development of a digital version of the game, where cards are still tangible objects, and augmented reality techniques are employed to digitize the results of conceptualisation.

A Concept Transformation Learning Model for Architectural Design Learning Process

Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students’ own creativity. Therefore, this study aims to propose a concept transformation learning model to achieve the learning objective via the input-process-output learning process, which focuses on: (1) the information transmission of the concept (or conceptual frame); (2) the students’ simulation, analogy, analysis, and innovation; and (3) the works output (or learning output). In this study, three design assignments of 2D composition, 3D composition, and architecture form composition are given to the students to promote their motivation of active learning via the concept transformation learning model. The effectiveness of the concept transformation learning model is verified by comparing the results of the pre-test questionnaires and the post-test questionnaires. The questionnaire results also indicate that, with the concept transformation learning model, students’ creativity can be effectively promoted so that they can become more interest and more active in their learning. The research results can be referred by further teaching and studies of architectural design.

Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.

Design Principles for High-Performance Blended Learning Services Delivery

The “perfect” orchestration of training participants, IT and process design is one of the ongoing challenges within blended learning service research and practice. Blended learning services (BLS) offer a great variety of options to design learning processes, overcoming many shortcomings of pure e-learning services and providing better scalability and more advantages for learners than pure face-to-face class teaching. Nevertheless, due to inconclusive results of blended learning design research in the literature, BLS designers can hardly find support for the systematic design of efficient and successful blended learning processes, which would enable a high degree of learning success with a balanced degree of delivery effort. Based on major determinants of BLS processes’ quality, the authors identify, develop, and evaluate design principles for high performance BLS using an action design research approach. They first derive a set of initial design principles, based on insights from literature and own exploratory case studies as well as workshops with experts from the field. They then improve the design principles iteratively in expert workshops as well as apply the design principles in four software training sessions. Finally, they present seven evaluated design principles for BLS, which are the core of a nascent design theory and contribute to a time-efficient and successful BLS delivery. Furthermore, these principles enable practitioners to systematically apply the design knowledge formalized within the principles in order to improve BLS design and delivery.

Learning, Leading, and Letting Go of Control

The article introduces a new term in higher education: learner-led approaches in education (LED). This does not represent a single approach or dogma to replace existing dogmas, but a way of approaching learning and education that mirrors the complexity of society as it develops. LED is based on the assumption that all students have their own unique approach to learning and therefore have the potential to design learning processes that are meaningful for them. This removes focus from the teacher and the teaching to the learner and the learning. It builds on the student’s motivation and experienced meaningfulness as a driving force, and hence the term learner led. The methods applied in LED change over time, as different learners and teachers together co-create and design methods and approaches appropriate at that particular time, in that particular context and for that particular student or group of students.

CAS in the context of methodology of mathematics education

Extended Abstract In this paper the components of the learning design process and methodological issues of integrating technology in mathematics education are considered. Three key questions are set up: Could the core principles of a methodology be invariant with respect to any particular technology? What to be taught: a particular CAS or its principles; only one CAS? Learning with technology only? The need of considering all the three components of the triad teaching-learning-assessment (TLA) in tandem and not focus on any one of them is mentioned. Keywords

Experiential online development for educators: The example of the Carpe Diem MOOC

AbstractWe report on educators' experiences of a massive open online course (MOOC) focused on the Carpe Diem learning design process. The MOOC was developed in‐house using Blackboard CourseSites by a university innovation and development unit, Learning Transformations, at Swinburne University of Technology in Melbourne, Australia. We report on a study of MOOC participants' experiences. Conclusions include illumination of MOOCs' value as professional development opportunities that can provide an authentic relevant experience for educators, as well as promote new skills in learning design and delivery for their own teaching. We propose that participation in relevant MOOCs may provide appropriate professional development for academics, and additionally encourage them to develop their teaching practices.A video abstract of this article can be viewed at http://youtu.be/baI4Brc8nOY

The space for social media in structured online learning

In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.Keywords: MOOCs; social media; learning design; online identity; Facebook; Twitter(Published: 15 December 2015)Citation: Research in Learning Technology 2015, 23: 28507 - http://dx.doi.org/10.3402/rlt.v23.28507

Context Aware Mobile Learning as a Factor for Economic Growth

Abstract Mobile technologies have become an integral tool for communication and information delivery. It transformed educational paradigms from traditional one-size-fits-all to personalized and context aware learning. Such education can support human resources development, resulting in improved outcomes. Quality of education and working skills are the important driving force for economic development. This paper deals with the role of mobile learning in education, which is unique in terms of flexibility of time and location, but it requires extra planning and analyses of appropriate technologies during learning design process. The contextual information can be static, but some parts are dynamic and unpredictable. In this paper the model which combines static and dynamic context for mobile learning content development is proposed. This model will promote the productivity growth that has a major impact on economic growth.

Bridges of Joy – A Case Study of the Collaborative Design Learning Process the University Teacher Students

This is a qualitative case study of the design learning process in one arts educational project of 14 student teachers. The purpose of the study is to explore and describe the design process of the student teachers during their collaborative study project with pre-school and school pupils for children’s hospital children. They created animated films for the hospitalized children. The theme of this project was Bridges of Joy and its purpose was to bring joy to and connect children from different learning environments. In this arts educational project, new learning technological applications and techniques, like iPads and social media were used and combined with an integrated collection of children’s stories, visual arts and sound colours made of instruments and human voice. Data was gathered through participatory observations and writings from a closed Facebook project group. The qualitative research methods used include analyses, descriptions of observations, and discussions with the students. Content analysis of students’ reflective and evaluative writings about the creative learning process was also performed. The results show that the collaborative design learning method fits very well into integrated arts educational studies, as does the use of modern technological applications.

BLT Bytes

Learning design is part of the multifaceted role of the university teacher. However, very few university teachers have expertise in this field. The Educational Design Team at Monash University is addressing this need by developing a suite of digitally enabled capacity-building resources to support teachers at their point of need as they work towards enhancing teaching and learning practice. These resources, known as the BLT (Better Learning and Teaching) Bytes, provide just-in-time answers whilst also enabling and enhancing further understanding of the learning design process. These self-access digital resources are designed to support individuals and foster the development of communities of practice. This paper addresses the rationale for a just-in-time approach to professional learning in the higher education context. It describes the range of strategies that the educational design team has implemented in order to meet the complex professional development needs of university teaching staff.

Badges in the Carpe Diem MOOC

Throughout March and April 2014, the Learning Transformations Unit at Swinburne University of Technology (Melbourne, Australia) developed and delivered the Carpe Diem MOOC (CD MOOC) via the Blackboard CourseSites platform (coursesites.com). The CD MOOC, which attracted 1426 registrations, provided participants with the opportunity to learn about the Carpe Diem learning design process and to apply it to their own educational practice. We discuss the challenges and opportunities faced by the CD MOOC designers and moderators in offering participants the opportunity to obtain digital badges for recognition and reward of their participation and completion of tasks in the CD MOOC. Here we present findings of research into the impact of badges on the completion of learning tasks and the motivation of participants. We demonstrate that many of the CD MOOC participants, who were generally well-educated and mature professionals, were motivated by digital badges – some through to course completion.

Informing learning design with learning analytics to improve teacher inquiry

AbstractThis paper proposes an analysis of current research in learning design (LD), a field aiming to improve the quality of educational interventions by supporting their design and fostering the sharing and reuse of innovative practices among educators. This research area, at the moment, focuses on three main strands: the representations that can be used as a common language to communicate about pedagogical plans and other half‐fabricates of the design process, the methodological approaches to LD and the tools that support the LD process. For each of the three strands, the current landscape is discussed, pointing at open issues and indicating future research perspectives, with particular attention to the contribution that learning analytics can make to transform LD from a craft, based on experience, intuition and tacit knowledge, into a mature research area, grounded on data concerning the learning process and hence supporting enquiry while teachers design, run and evaluate the learning process.

An Integrated Course Design Model for Beginning Faculty

It is rare that faculty members begin their first full-time teaching position with an integrated and consciously constructed practical model for course design, teaching, and learning. The purpose of this article is to offer new faculty members a starting point for constructing an integrated model of the course design and teaching and learning processes. The model begins with the instructor’s choice of course learning goals, objectives, and outcomes and progresses through the translation of those learning goals and objectives into articulated evaluation and feedback rubrics, the choice of specific learning activities and materials reflected in a learner-centered syllabus, the conduct of the in-class activities, and the choices of learning assessments. These elements are highly interactive and iterative, as well as contextualized with respect to such issues as course location in a program, class size, student learning development and diversity, and individual faculty differences. We provide resources and us...

Role of graphics tools in the learning design process

This paper discusses the design activities of students in secondary school in France. Graphics tools are now part of the capacity of design professionals. It is therefore apt to reflect on their integration into the technological education. Has the use of intermediate graphical tools changed students’ performance, and if so in what direction, in phase of seeking solutions through a design activity in a situation of teaching and learning? The influence of computer aided design (CAD) tools on design professional activities has been the subject of much research, but little has focused on student activity. Thus, analysing student work through an experimental device, we ask that students produce more solutions without using CAD tools. Do CAD activities encourage the modelling of a particular solution? Does drawing by hand before CAD activities support the production of various solutions and define them more precisely? Through the analysis of solutions developed by students, including traces of their activity (sketches, digital files), we test our hypotheses.

A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

Designing and evaluating a workstation in real and virtual environment: toward virtual reality based ergonomic design sessions

This paper adresses the issue of properly designing a digital mock-up (DMU) to be used in an experiment comparing simulated assembly tasks in both real and virtual environments. Motivations and specifications relative to the experiment are reported, and the design process of the DMU is described and illustrated. Recommendations are proposed with a particular focus on specificities relative to the use of a DMU as a support for both manufacturing and virtual reality—3D visualisation and interaction. A subjective evaluation of Real (RE), Virtual (VE), and Virtual with Force Feedback (VEF) environments is provided. Results indicate a real sensory and difficulty gap between RE and VEF, whereas a smaller difference was observed between RE and VE. In further improvements of scale-1 (where the objects in VE have the same size as in the real environment), co-localized simulation using haptic devices are warranted to fill in this gap. Results also highlight the impact of cognition and sensory feedback on user’s feeling and presence sensation. Applications of such numerical designs are presented in the last section, especially focusing on collaborative design sessions. Virtual Reality based evaluation of newly designed workstations will be a way in the future to improve design and user learning processes.

Redesigning the urban design studio: Two learning experiments

The main aim of this paper is to discuss how the combination of Web 2.0, social media and geographic technologies can provide opportunities for learning and new forms of participation in an urban design studio. This discussion is mainly based our recent findings from two experimental urban design studio setups as well as former research and literature studies. We will reveal our observations on the perceived affordances and challenges of using web 2.0 based social geographic platforms in these design studios. We question the nature of learning and participation that takes place; drawing on the learning experiences of the students; as well as the traces of their online activity logs. This study should be conceived as a continuation of a series of our "Design Studio 2.0" experiments which involve the exploitation of opportunities provided by novel socio-geographic information and communication technologies for the improvement of the design learning processes.