E learning papers special edition 2011

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Designing for learning

Typologies of Learning Design and the
introduction of a “LD-Type 2” case example

sing patterns to design technology-enhanced
U

learning scenarios

Students as learning designers: Using social
media to scaffold the experience

Blended Collaborative Constructive Participation

(BCCP): A model for teaching in higher education

Knowledge-building: Designing for learning using social
and participatory media

Creating Invitational Online Learning Environments Using

Art-Based Learning Interventions

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Special edition

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Special edition Credits Contents Editorial Board Guidelines for submissions Editorial

Contents

eLearning
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Special edition

Contents
Editorial....................................................................................................................6

In-depth....................................................................................................................7
Typologies of Learning Design and the introduction of a “LD-Type 2”
case example......................................................................................................................... 8
Using patterns to design technology-enhanced learning scenarios............................... 24
Students as learning designers: Using social media to scaffold the experience........... 34
Blended Collaborative Constructive Participation (BCCP):
A model for teaching in higher education......................................................................... 41

From the field.........................................................................................................52
Knowledge-building: Designing for learning using social
and participatory media...................................................................................................... 53
Creating Invitational Online Learning Environments
Using Art-Based Learning Interventions............................................................................ 61

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Editorial Board [ +]

Tapio Koskinen, Head of New Solutions, Jean Underwood, Professor of Psychology
Aalto University Professional Development Nottingham Trent University, UK
(Aalto PRO). Aalto. Finland [ +] United Kingdom [ +]

Lieve Van den Brande, Senior Jos Beishuizen, Professor of educational
Policy Officer, European Commission. science and Director of the Centre for
Belgium [ +] Educational Training, Assessment and Research
VU University Amsterdam.Netherlands [ +]
 
Pierre-Antoine Ullmo, Founder and Director. Matty Smith, Programme Director
P.A.U. Education. European Learning Industry Group (ELIG)
Spain [ +] United Kingdom [ +]

Lluís Tarín, Strategic and Leadership Advisor Nicolas Balacheff, Kaleidoscope Scientifi c
Jesuites Education Manager; Senior Scientist at CNRS (National
Spain [ +] Scientifi c Research Center), France [ +]

Antonio Bartolomé, Audiovisual Communication Ulf-Daniel Ehlers, Director of the European
Professor. University of Barcelona Foundation for Quality in E-Learning
Spain [ +] University of Duisburg-Essen
Germany [ +]
Claire Bélisle, CNRS Research Engineer, France Wojciech Zielinski, Chairman of the Board
LIRE (University Lyon 2 CNRS) of MakoLab Ltd; Member of the Board of
[ +] Association of Academic E-learning,
Poland [ +]

Peer-reviewers [ +]

Anabela Mesquita. Higher Education. ISCAP Portugal
. Giuliano Vivanet. Higher Education. Università degli Studi di
Avgoustos Tsinakos. Higher Education. TEI KAVALAS. Greece Cagliari. Italy
Axel Schwarz. Administrative. Germany Guillaume Durin. Higher Education. Jean Moulin Lyon 3
University (France). France
Bulent Cavas. Higher Education. Dokuz Eylul University. Turkey
Lucilla Crosta. eLearning specialist. Kelidon Association
Carlos Morales. Executive or managerial. Sistema Universitario
Ana G. Méndez. Outside Europe Nuno Garcia. Higher Education. Universidade Lusófona de
Humanidades e Tecnologias. Portugal
Chris Douce. Higher Education. Open University. United
Kingdom Pedro Maya Álvarez. Executive or managerial. Divulgación
Dinámica S.L.Spain
Claudia Panico. Higher Education. Università Gabriele
D’ nnunzio Chieti. Italy
A Santiago Palacios. Higher Education. Universidad del País
Vasco. Spain
Evangelos Marinos. Higher Education. Athens Medical School.
Greece Paula Peres. Higher Education. PAOL. Portugal
Emmanuel Bellengier. Executive or managerial. UI Learning. Alfredo Soeiro. Portugal
France

Chief Editor
Jimena Márquez, P.A.U. Education
[ +]

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Guidelines
for submissions

In-depth From the field
In-Depth articles are full-length texts that discuss current From the field articles are synopses of current practices
findings from research or long-term studies. They should or studies taking place within Europe or beyond. They
have the following characteristics: should have the following characteristics:

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precise. They should develop their argument coherently − n good form editorially: Successful articles are clear and
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words. − Length: Should not exceed 1,200 words.

All article submissions should be in DOC format and must include the following:

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summaries must be in English. exceed 200 words. From the field where they should be placed in the
Authors are responsible for ensuring summaries should not exceed 50 text.
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revised before submission. Please − ey words: Authors should include
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Editorial
New open, social and participatory effective learning activities, it offers a In From the Field, two classroom
media clearly have significant potential potential solution to address some of models are shared. Each report offers
to transform learning and teaching. the challenges above. This 27th edition an example of teachers who have taken
They offer learners and teachers a of eLearning Papers focuses on learning personalised approaches to integrating
plethora of ways to communicate design, with the aim of clarifying and learning design strategies into their
and collaborate; to connect with a disseminating different perspectives and every day practices.
distributed network of peers, and to practices in the field.
find and manipulate information. In Taken together the articles in this
addition there are now a significant The articles in this issue’s In-depth special issue provide an up to date
range of free educational resources and section address how to best understand and authoritative overview of the
tools. and use learning design, both in field of learning design research and
terms of tools and methodologies. demonstrate the diversity of research
While there is great interest in using The first pair of articles look at that is going on in this area. “Designing
these new technologies to the benefit of practical conceptualisations of learning for learning is the key challenge facing
learning and teaching, there seems to be design, supported by case examples. education today – practitioners need
a gap between the promise and reality Dobozy’s paper offers a three-tiered guidance and support to ensure that
of the use of technology in education. categorisation of learning design, while their design is pedagogically informed
There is also a lack of evidence that Buendía-García and Benlloch-Dualde’s and effective, making innovative use of
education has changed fundamentally study attempts to track patterns in the affordances that new technologies
in light of the introduction of new different learning scenarios and applies offer” (Conole, G. Designing for
technologies into the classroom. This them to new learning design contexts. learning in an open world, New York:
paradox, the gap between the potential The second pair of articles reviews Springer)
and actual use of technology, lies at blended teaching or the increased
the heart of the growth of a new area participation of students in designing
of research that has emerged in recent learning. Cameron and Tanti look at the Gráinne Conole
years. usefulness of social media in authorising University of Leicester, UK.
students to actively design their [ +]
Learning design research aims to learning processes and Beatrice reviews
better understand this mismatch. By six years of experimentation with a
focussing on the development of tools, Tapio Koskinen
Blended Collaborative Constructive www.elearningpapers.eu
design methods and approaches to Participation (BCCP) model at the Director of the Editorial Board
help teachers design pedagogically university level. [ +]

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In-depthFostering analysis and discussion
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Typologies of Learning Design
In-depth

and the introduction of a “LD-Type 2”
case example [ ]
Authors
Eva Dobozy
School of Education
Edith Cowan University
[ +]

Introduction
This paper explores the need for greater clarity in the
Summary

Technology-mediated life experiences
conceptualisation of Learning Design (LD). Building on
Cameron’s (2010) work, a three-tiered LD architecture is are on the increase. This ‘ICT-
introduced. It is argued that this conceptualisation is needed isation’ (Rush, 2008) or ‘digital turn’
in order to advance the emerging field of LD as applied to (Buchanan, 2011) of all aspects of our
education research. lives, through the increased importance
that is placed on technology-
This classification differentiates between LD as a concept (LD mediated (inter)action, is, so it could
Type 1), LD as a process (LD Type 2), and LD as a product be expected, also greatly affecting
(LD Type 3). The usefulness of the three types is illustrated by a all levels of education. However,
case example of a virtual history fieldtrip module constructed in a recent study found that many
LAMS as Type 2 LD. This case shows the workflow from LD Type Australian and Canadian secondary
1 to LD Type 2, followed by LD Type 3 research and development and primary History classrooms still
data. History as a learning area was chosen in this paper for its operate in traditional ways, showing
ability to illustrate LD concepts and the interrelationship of LD the same war movies to various year
types. groups, using outdated textbooks and
The case serves to illustrate the foundations, scope and ambitions taking children to the local museum
of this learning design project, which was underpinned by an (Clarke 2008). As one student in
educational psychology framework and firmly linked to the goals Clarke’s (2008) study observed: “The
of the new Australian curriculum. The purpose of LD as process videos are shocking and some of the
is to inform other teachers of the affordance of LD, providing textbooks, too, are like from 1988,
contextualised data and to invite critique of particular TEL and that’s how old we are’ (p. 7). This
practices. research finding echoes others and is
illustrative of two problems in teacher
and school education in Australia and
elsewhere: (a) the persistent disconnect
between students’ ‘life world’ and
classroom experiences, and (b) the
ineffectiveness of ‘ad-hock’ and ‘add-on
Tags professional development solutions’ to
learning design, LAMS, Australian the traditional teacher-centric, whole-
curriculum, history teaching class pedagogical strategies that have
been successfully applied over the last
few decades in schools and teacher
education in Australia.

Languages
cz da de bg et el es fr it lv lt hu nl pl pt ro sk sl fi sv

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The teaching and learning of effective Littlejohn, 2009). There is still in the educational psychology literature
technology-enhanced and/or mediated reluctance in the education community referred to as ‘technological pedagogical
learning design that is student-centric to embrace TEL as possibly providing content knowledge (TPCK) (Juang, Liu,
and highly personalised and teachers’ more effective learning opportunities Chan, 2008). Despite the variety of
general understanding of the value- than traditional, whole-class face- terms used, the phrase ‘learning design’
added nature of new developments to-face teaching, because it is highly seems to gain prominence in Australia
in pedagogy is urgently needed (see interactive, flexible, personalised and and the United Kingdom. Nevertheless,
Dobozy, forthcoming). The ‘digital relevant to today’s students (Conole, the increased use of the term ‘learning
literacies’ component of the curriculum Brasher, Cross, et al. 2008; Ertmer, 2005). design’, without a specific definition
will need to be introduced to teacher of its meaning, makes it problematic
education students, not only in an to further this emerging field of study.
isolated ICT workshop or spcialised Learning Design 101 For example, in their recent Open
professional development course, but This paper utilises History teaching Education Resource impact study, Liz
rather will need reinforcement and and learning in the new Australian Masterman and Joanne Wild (2011)
modeling through the embedding of curriculum as a learning area case used the term ‘learning design’ close
TEL as part of their ‘normal’ learning example. Nevertheless, what is under to thirty times, mixing and matching
experience and situated in context. review here is not so much the learning it with other common educational
The inclusion of technology-enhanced content, but rather the pedagogical terms to construct phrases such as
curriculum design and the expansion approaches taken that support the ‘learning design tools’, ‘learning design
of traditional modes of learning and learning of the required content. environments’, ‘open learning designs’,
teaching have to be documented in In the case of pre-service teachers’ and even refer to ‘the learning design
a way that is accessible to teachers, learning about History and historical approach’ without defining the concept.
providing a nexus between theory literacy, the content of the compulsory Conducting research into Learning
and applied practice. This will allow social studies units inevitably includes Design demands an understanding of
pre-service and in-service teachers to pedagogical content knowledge (Fisher, the concept and the development of
become cognisant of the range of new Higgings Loveless, 2006). In the shared understanding among researchers
pedagogical strategies and enable them recent educational literature, this area and participants. The lack of conceptual
to develop an informed view about of study, which increasingly involves clarity leads to confusion as Berggren
the effectiveness (or otherwise) of technology to enhance learning, is and colleagues (2005) powerfully
current teaching and learning practices. referred to as ‘learning design’ (Dalziel, illustrate:
Increasingly the educational literature 2009); ‘instructional design’ (Chu
is critical of formal education’s ability Kennedy, 2011); ‘curriculum design’ The initial immersion into Learning
to provide learners with opportunities (Ferrell, 2011); ‘educational design’ Design gave us an experience of
that enable them to develop knowledge (Goodyear Ellis, 201), ‘design for confusion over terms,concepts and
and skills needed in a globalised and learning’ (Beetham Sharpe, 2007), tools. Our group constantly mixed
networked world (Beetham, McGill ‘design-based learning’(Wijen, 2000) or discussions amongst conceptual points,

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codified specifications and multiple more insight into the learning design (see Dobozy, Campbell, Cameron,
tools which are in various stages of construct. 2011); LD makes the teaching and
development. learning process explicit to teachers
Echoing Cameron’s (2010) views that and learners, therewith contributing to
Teachers will need to grasp these the emerging field of LD holds great teacher and/or learner accountability
differences before a meaningful promises, it is contended that the and reflection. The potential for quality
discussion can take place. (p. 4) consistent structure for experimenting, improvement of learning and/or
documenting, reflecting and sharing teaching is possible precisely because it
The following table is taking Cameron’s teaching and learning strategies allows is a cycle of innovation, dissemination
(2010) classification work as a starting for the development of generic models translation and transformation, which
point. Synthesising and adapting her as templates to be used in a variety can be conceptualised as a new,
conceptualisation of learning design of contexts and with diverse students. community-based, ecological paradigm
(LD), the purpose here is to make Following specific design norms, of teacher learning (Berggren, Burgos,
meaning of this elusive concept and underpinned by social constructivist Fontana et. al., 2005). The underpinning
contribute another tentative construct and/or connectivist learning theories notion of LD, as expressed in Table1,
that can be advanced further as we gain

Type Description Goal
LD – Type 1: LD as a concept, underpinned by social A documentation of the establishment,
LD as a concept constructivist/connectivist learning theory, is benchmarking and testing of and adherence to
a standardised (re)presentation of technology- design-based principles and practices with the
enhanced learning sequences and prescribed aim of providing a theoretical foundation to assure
design-based procedures that are content consistency and contribute to the testability of the
independent. effectiveness of this new theoretical construct.
LD – Type 2: LD as a process is an illustration of the Providing a documentation of process in a particular
LD as a process interpretation of the generic LD principles and an context, with the aim of informing other teachers of
attempt of the implementation of LD into practice the affordance of LD (benefits, obstacles and risks)
by outlining learning intent, planning and enacting through a detailed explanation of experiences of
of a particular learning sequence in context, which various stakeholders.
includes subject-specific content.
LD – Type 3: LD as a product is a documentation of teacher and Providing a documentation of process with the aim
LD as a product student roles and resources needed (similar to to construct a model, template or pre-engineered
documenting and sharing paper lesson plans) in the learning construct to share with other teachers to be
enactment of a particular LD sequence. adopted, adapted and enhanced.

Table 1: Typologies of Learning Design

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Work flow

LD concept LD processes in context LD model or template

Figure 1: Conceptual structure of LD type integration

is that learning design can be classified LD (Type 1) is a conceptual construct way these online learning systems are
according to type (Type 1: LD as making explicit epistemological and conceptualised and used by lecturing
concept; Type 2: LD as process, and Type technological integration attempts by staff and students. Whereas LMS are
3: LD as product). It is argued here the designer of a particular learning used mainly as resource repositories and
that unless there is greater clarity about sequence or series of learning for management purposes, LAMS seems
the LD classification, the advancement sequences. The design process to have a pedagogical focus (see also
of learning design knowledge may be is generally informed by social Dalziel, 2005).
inhibited. constructivist and/or connectivist
learning theories and aims to share
How these various types of LD the LD theory/praxis nexus in an Traditional history teaching
seamlessly integrate is illustrated in attempt to open the LD sequence/s and the new Australian
Figure 1 up for adaption, adoption and/or curriculum
enhancement.
LD as a process is an illustration of the History as a learning area has gained
learning intent, planning and enacting Based on this conceptualisation of LD prominence in the new Australian
of a particular learning sequence in – Type 1, the Type 2 LD was built as an curriculum, which is currently being
context, which includes subject-specific online module constructed in LAMS developed. Although it is not the
content. What the above discussion and seamlessly embedded through a first time a national curriculum is
alerts to and Figure 1 illustrates is that it plug-in in the Blackboard LMS. It was on the agenda, it is the first time it
is imperative to make explicit the way designed to introduce undergraduate is being actualised. The reason given
LD is conceptualised (Type 1), prior to and/or graduate diploma teacher by the current Federal Government
engaging with LD as a process (Type 2), education students enrolled in the concerning the need for a national
applying LD – Type 1 principles. Hence, compulsory Society and Environment curriculum, which is “one of the
in what follows, I offer an alternative, units (SSE2105/SSE4215) to the first in the world to be delivered
more precise description of LD to principles and practices of virtual online”, is “to ensure Australians are
the one outlined in Table 1, prior to history teaching, through the illustration armed with the knowledge and skills
providing an example of LD as a process of the nature and purpose of virtual to meet the demands of the 21st
(Type 2 LD), illustrating the learning History fieldtrips. LAMS is an ideal tool Century” (Australian Labor, 2011). The
intent, planning and enacting of one for the actualisation of LD, described inclusion of History in the first phase
learning design sequence in LAMS. by Dalziel (2005) as a ‘learning design of the development of the Australian
The definition of LD (Type 1) offered system’ (p. 1), which is remarkably Curriculum is based on the realisation
below is somewhat different from the different from conventional LMS, such that today’s young are generally
adopted work of Cameron (2010) and as Blackboard, Moodle or Desire2Learn disinterested in and ill-informed about
is reflecting my current understanding (Dobozy, Reynolds, Schonwetter, Australia’s system of government, its
of LD (Type 1) in an attempt to provide 2011). The major difference described current role in a globalised world and
a system of classification: by Dobozy et. al. (2011) is in the its recent history. An example of the

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lack of historical literacy is provided students can be attributed to learning the curriculum material. History
in a report prepared by the Ministerial design issues. Teachers note that there education includes the goal to commit
Council on Education, Employment, are often insufficient resources available students, at all levels of education, to
Training and Youth Affairs (2006), and students generally find the subject become active and informed citizens,
which explains that the vast majority area ‘boring’: able and willing to express their own
of Year 10 students (77%) in a national views and to be creative in the pursuit
Civics and Citizenship proficiency Students are sick of repeating topics and of knowledge. Hence, it is important
assessment did not know that the boring material; they want engaging to engage students of History with
Australia Day celebrations are attributed teachers who love what they do and questions of values, beliefs and
to the arrival of the first fleet of 11 can bring imagination to their lessons. attitudes that relate to the teaching
ships from the British motherland in For their part, teachers and curriculum and learning of historical facts and
1788. A more recent study conducted officials also want the subject to come concepts. Therewith students develop
by Clarke (2008) into the ways alive in the classroom and to be as their historical literacy as outlined by
students and teachers think about relevant and interesting as they feel it the Australian Curriculum Assessment
Australia’s history found that there is an can and should be. (Clarke, 2008, p. 11) and Reporting Agency (ACARA)
acknowledgement of the importance of in the new Australian curriculum
Given Clarke’s findings, which support
the learning area, but the disconnection (ACARA, 2011), rather than simply
the evidence provided by MEETYA
of students with History as a subject learning to remember disjointed facts.
(2006) concerning students’ lack
matter is attributed to the way it is This holistic conception of History
of interest in and understanding of
taught. Clarke (2008) observes: teaching includes the development
History, it was seen as imperative that
of affective processes and cognitive
While … students overwhelmingly teacher education needed to take some
information processing (O’Donnell,
acknowledge the importance of learning responsibility and review its history
Dobozy, Bartlett et. al., forthcoming).
about the national history in school, teaching curriculum. As a result,
The virtual history fieldtrip module
many of them criticise the subject for novel pedagogical approaches were
that was constructed in LAMS and is
being boring and repetitive. …[T] introduced in the compulsory unit
used here as a case example, illustrates
eachers frequently felt disappointed they Society Environment (SSE2105/
the balancing of different learning
couldn’t do more for the classes. And SSE4215) at our university. The design
goals as set out by ACARA (2011). It is
even in those schools with better access of the curriculum was based on
underpinned by a social constructivist
to resources there remains the question inquiry-based and interactive learning
and/or connectivist epistemology. The
of how teachers use the material principles and informed by latest
aim of the LAMS learning module
available to them. (p. 5) research (Hill Fetherston, 2010).
was to provide experiential learning
The learning design had to make
opportunities for teacher education
Clarke’s (2008) research found that the the learning area relevant to teacher
students and introduce them to a new
main reason of frustration with the education students and provide ways
way of history learning and teaching
learning area reported by teachers and to engage them with each other and
that is cost-effective, interactive and

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responds to school students’ interest in
and knowledge of Web 2.0 applications
(Chu, Kennedy, 2011).

LD – Type 2 case example:
The virtual history module
in LAMS
The virtual history module commenced
with a general introduction about
online history teaching, alerting to
the extensive resources and various
mediascapes developed recently by
Australian and international educational
authorities (see Figure 2 for an author’s
view of the complete module).

One of the many attractive features of
LAMS, as a learning design platform, is
the possibility of seamless integration
of external resources into the learning
Figure 2: Author’s view of virtual History learning module
activity, making access easy and
convenient for learners (see Figure 3).
Students can choose to explore as many sense of agency in students. The new range of materialities of texts and
of the outside resources provided as mode of communication, referred who then highlight the materiality;
they see practicable or useful for their to by Anne Wysocki (2004) as ‘new such composers design texts that help
learning, or simply engage with the set media texts’, provides a platform for readers/consumers/viewers stay alert
activity. various forms of engagement with the to how any text-like its composers and
multitude of resources that are ‘pulled readers- doesn’t function independently
The deliberate composition of
into’ the particular learning activity. of how it is made and in what contexts.
multimedia texts, taking advantage of
Wysocki (2004) explained the value of Such composers design texts that make
the possibility of multimodality (Kress,
this form of LD as follows: as overtly visible as possible the values
2010) of technology-enhanced learning
they embody. (p. 15)
design, incorporating YouTube videos, I think we should call ‘new media
digital archive documents, webpages, texts’ those that have been made by The composition described here is
blog entries etc, aims to encourage a composers who are aware of the the learning design process (Type 2),

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Figure 3
Seamless integration of external resources
into LAMS activities

which, naturally, is underpinned by LD and secondary school excursions and context. Hence, it will continue to
principles (Type 1) and the definition fieldtrip memories (see Figure 4). outline the design steps of this learning
of LD provided above. It offers module in some detail. The personal
opportunities for personal exchange The particular design sparked interest experience sharing activity is followed
in conjunction with the acquisition and encouraged students to participate by the dissemination of technical and
of new information provided through actively in the discussions, sharing pedagogical information concerning
multiple media resources and activities. personal experiences. Following the the organisation of History Excursions
The deliberate design provides an goal of LD – Type 2, this section of the (see Figure 5).
avenue for student agency and freedom paper is concerned with documenting
(see Dobozy, 1999). the design process in a particular

Following on from the general
introduction to the module, the
learning sequence commenced with
a statement about the common
occurrence of fieldtrips in social
studies classes and their relevance
in the new Australian curriculum.
It made reference to and built on
students’ previous curriculum topics
in educational psychology units
Figure 4
concerning ‘cooperative learning’, Interactive forum activity exploring personal experiences
‘student motivation’ and ‘personal
values developments’. This introduction
segment, which was linking to various
current national policy documents
and information from previous units
was then followed by an interactive
learning activity developed using
the LAMS Forum tool. The task was
purposely designed to ground the
policy document review and past
unit reference information by way
of connecting them with personal
experiences during students’ primary Figure 5
Fieldtrip preparation – linking personal experiences with pedagogical knowledge

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As depicted in Figure 6, a case scenario
was constructed that requires students’
input and deep engagement with
the subject matter. The real-world
case scenario was inviting learners to
analyse their prior knowledge, and
synthesise the theoretical and practical
information to arrive at a conceptual
framework that can be discussed and
debated with peers.

Following on from requesting students
to provide their ideas and considerations
to a number of questions, a list of
possible locations for the History Figure 6 – parts (a) and (b) Scenario-based collaborative learning
Excursion is provided. The activity
then invited students to review possible
excursion sites that do not include
the typical local museum trips, but
instead provide attractive alternatives,
complete with links to websites and
other multimedia resources. Students
are required to explain their top three
preferred history excursion places and
calculating the financial cost and time
investment for one of their choices.
Completing the segment on the
customary physical history fieldtrip,
students were then introduced to the
concept of virtual history fieldtrips and
their organisations, again complete with
external links and plenty of resources
(see Figure 7).

Only after exploring traditional physical
fieldtrip preparations and reflecting
on personal past experiences did
the module progress to outline the
nature and purpose of virtual history Figure 7
Experiential, problem-based learning example
fieldtrips. Many practising and trainee

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Figure 8
Collaborative reflection about pedagogical
reality in primary classrooms

teachers have limited knowledge The final discussion activity intended the LD classification, learning design
and understanding of virtual history to draw learners’ attention to the vast research and development activities
fieldtrips, their purpose, organisation time investments required of teachers may not advance at the rate possible
and benefits for teachers and learners and financial costs associated with otherwise. History as a learning area
(Brush, Saye, Kale, et. al., 2009). Hence, traditional History fieldtrips. This was chosen to illustrate LD concepts
it was important to provide teacher LAMS module was designed to engage and the interrelationship of LD types.
education students with sufficient teacher education students, many of The introduction of the nature and
information and interaction possibilities whom were, similar to the school purpose of virtual history fieldtrips to
to experience the preparation and students they will be teaching in the pre-service teachers as a particular case
enactment of various forms of history not so distant future, not particularly example of LD – Type 2 illustrated the
excursion. interested in or excited about pedagogical strength of LAMS as a LD
History as a learning area. Providing system, enabling the documentation
The virtual history fieldtrip activity more opportunity to (a) connect and critiquing of all types of LD. The
(see Figure 7) was designed to be the personal experiences with theoretical virtual history fieldtrip case example
highlight of the module, providing information (such as illustrated in this makes explicit the pedagogical
a clear example and experience of a LD-Type 2 example), and (b) enlist decision-making of teachers and
virtual history fieldtrip based around a Web 2.0 technologies in teaching and operationalisation of the decisions taken.
problem to be solved in collaboration learning, for example, through virtual The LD – Type 2 is, as noted above,
with peers. Teacher education students history fieldtrips, may help students gain illustrating LD process in a particular
were able to experience the benefits interest in and connect with the new context, with the aim of informing
of accessing multimedia resources that Australian curriculum. Although this other teachers of the affordance of
have been carefully chosen and linked module did not form part of students’ LD and also to invite critique of
in with the activity. Using LD – Type 1 assessment requirements of the unit, particular, contextualised learning and
principles, the module was constructed it was encouraging to see the general teaching processes. Hence, it is a case
in a way that permitted students to interest in and engagement with the illustration, not of a ‘perfect’ case, but
spend as much or as little time with curriculum content provided. rather, in the sense of ‘perpetual beta’
the additional resource material of a ‘case in the state of becoming’. For
provided, dipping into the movie this conceptualisation to be feasible,
or watching the complete segment, Discussion it is vital that pedagogical, conceptual
depending on interest and motivation. The underpinning notion of LD, and epistemological considerations
Self-regulation and the mobilisation as exemplified in this paper, is that are documented and shared with the
of intrinsic motivation are both vital learning design can be classified wider professional community. In this
21st century learning skills and are according to type (Type 1: LD as sense, the current paper outlined how
increasingly demanded as key attributes concept; Type 2: LD as process, and the module was purposely designed
of knowledge workers (see Beetham, Type 3: LD as product). It was argued to commence with learners’ personal
McGill, Littlejohn, 2009). that unless there is greater clarity about experiences as students, providing a

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connection to students’ life world, – Type 1) in particular contexts and evidence-based practices. Slavin (2008),
enabling them to link into the topic through model development for further who has a long history of criticising the
and curriculum theory. This activity adaptation. It was further argued that lack of clarity and unity in educational
was then linked with considerations by making the teaching and learning research and practice, explained that
and preparation activities of teachers process explicit, the emerging field of “education today is at much the same
which need to be observed for physical LD is potentially able to contribute pre-scientific point as medicine was
fieldtrip activities, such as the need to substantially to teacher and/or learner a hundred years ago”. To advance
describe learning goals, contacting the accountability, in an environment that LD as a field of applied education
institution to be visited, booking the requires a departure from traditional research, it will need to mature and
venue, education officer, parent helpers teacher-centric and content-driven agreement will need to be reached
and transportation, writing parent low-level knowledge production upon some core shared values and
letters, gaining consent from the school and testing of the past, in favour of explicitly stated foundational thinking
administration and parents/guardians of more complex knowledge and skills that will underpin future empirical
students, prepare a budget and organise development, vital for success in 21st work. To this end, a three-tiered LD
the collection of funds and so on, prior century knowledge societies of the architecture was outlined, which was
to focusing on the vital element of present and future. based on Cameron’s (2010) initial ideas
preparing the children for the fieldtrip. and further developed. Moreover, LD –
Type 2 (LD as process) was introduced
LD and the introduction of virtual Conclusion as a case example to illustrate the way
fieldtrips in LAMS provides teaches In an effort to change teaching cultures in which the three-tier model can be
with a framework to enhance the to enable greater value to be placed utilised. The current conceptualisation
engagement of students with history on teachers’ and students’ ‘literacies of and typologies of LD was intended to
learning that can be adopted, adapted the digital’ (Beetham, et. al., 2009) in serve as a starting point for discussion
or expanded. Enhancing the provision higher, further, teacher and/or school and debate. It is hope that future
of TEL is not only a requirement of the education, educational researchers theoretical and empirical researcher will
new Australian curriculum, but is also working in the field of learning design advance the model and therewith work
potentially improving the quality of will need to work towards unity of towards greater clarity of LD principles
history learning and teaching through conceptualisation and agree on a and practices in the future.
the application of LD principles (LD tentative classification system to advance

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References
In-depth

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Using patterns to design
In-depth

technology-enhanced learning
scenarios [ ]
Authors
Félix Buendía-García [ +]

José Vte. Benlloch-Dualde
Universitat Politècnica de Valencia [ +]

Introduction
Research on designing for learning is a field that has concentrated
Summary

The research on designing for learning
a lot of efforts in the context of technology-enhanced settings.
is a field that has concentrated a lot
This fact has demonstrated the need to represent learning
of efforts, particularly, in a context of
scenarios using a more formal perspective.
ongoing innovations in technology-
This paper reviews some representation mechanisms which enable enhanced settings. Such fact has
the systematic design of learning issues in technological settings, pushed the need to represent learning
and proposes an approach that applies pattern notations in an design issues in a more formal view
effort to better understand and prepare for different learning in order to face this changing context.
context. The current work describes some
representation mechanisms which
A case study is also described to show the application of these enable the design of different learning
scenarios in a specific technology-enhanced setting for teaching issues in a systematic way and take into
computing curricula. This application is based on the use of account the restrictions imposed by
digital ink technologies and demonstrates how patterns may be specific technological environments and
able to mediate between pedagogical and technical issues. products.

The interest to formalize or interpret
different learning issues in a more
methodical way comes from disciplines
such as the Instructional Design (ID)
or Instructional Systems Design (ISD)
that provide systematic strategies and
techniques in the design of teaching
processes. Designing instruction has
been addressed in technology-based
settings (Rogers, 2002) and ID models
have been used to produce tools
which automate their application
(Kasowitz, 2002). However, some
Tags limitations have been detected when
automating instructional design because
technology-enhanced setting, learning scenario, the complexity of learning scenarios
design patterns, digital-ink technologies (Spector Ohrazda, 2003), especially,
in such technical settings. In a parallel
way, Learning Design (LD) deals with

Languages

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the need to guide and support teachers practitioners to make informed some conclusions and further works are
in the preparation of effective learning decisions and choices to undertake remarked.
scenarios and specific tools called specific teaching and learning activities”
“pedagogical planners” have been (Conole, 2008). Moreover, these
developed to assist teachers in this goal mechanisms should help to mediate Review of learning design
(Masterman, 2008). Besides, LD adds or connect pedagogical questions with notations
an interesting feature that concerns the technological-based solutions. There are multiple kinds of mechanisms
representation of teaching and learning and notations which have been
issues, for example, to document them This work proposes the use of design
proposed to design different issues in
in some visual format (Agostinho, patterns as “mediating artifacts” to
pedagogical or instructional topics. This
2006). This feature allows instructors to represent technology-based learning
review does not intend to cover all
share and reuse good learning practices scenarios. Patterns are a well-known
the potential mechanisms to represent
but it also helps them to model and notation to design different kinds of
or model these issues but it tries to
organize their tasks in a systematic way. information items whose application is
highlight those which have contributed
The representation of teaching and widely spread in Software Engineering
to mediate between pedagogical and
learning issues is not only related to LD disciplines. Patterns have been also
technological aspects. For instance,
areas and there are multiple initiatives used in other disciplines, including
Nervig (1990) explored some of
in the last years which have contributed pedagogical and e-learning areas.
these mechanisms in the ID context
to the modeling and documentation Therefore, they seem a right mechanism
and initiatives such as IDT (Merrill,
of these learning information items. to represent learning design issues in
1996) or MISA (Paquette et al, 2001)
Computer science and software specific technology-enhanced settings
proposed elements and languages for
engineering disciplines have promoted enabling the connection between both
specifying instructional applications.
different notations and mechanisms sides.
Nevertheless, the formal specification of
in this context. Hypermedia models, these applications and their components
The remainder of the work is structured
ontology proposals, modeling languages, was usually disregarded (WiestZell,
as follows. The next section provides
standard specifications or conceptual 2001).
a general overview about several
maps are some examples which are
mechanisms and notations which have
reviewed in the next section. These Educational hypermedia was one of the
been formulated to represent different
mechanisms provide several ways to first mechanisms used to formalize the
LD issues. The third section presents an
represent learning issues in text or design and development of instructional
approach to use patterns for designing
graphic format, using natural language applications in a systematic and
learning in technology-enhanced
or through a restricted vocabulary and widespread way. They were based on
settings. The fourth section describes
differing in their formalization level or specific software engineering models
the application of the introduced
abstraction degree. Anyway, the crucial such OOHDM (Schwabe Rossi,
approach in a specific context based
aspect is considering such mechanisms 1995) or AHAM (De Bra et al, 1999)
on digital ink technologies. Finally,
as “mediating artifacts which help to produce educational products using

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UML diagrams (Papasalouros Retalis, some references about using ontology “translate” their pedagogical view into
2002) or other kind of graphical notations in learning design (Knight this kind of specification. However, it
notations (Diaz et al, 2001). Buendía et al, 2005), (Koper, 2006) but, in is important to recognize the relevance
Díaz (2003) proposed a hypermedia general, most of their application have of IMS-LD to build and share learning
framework to manage educational been focused on modeling domain designs from the XML notation used
contents conjugating instructional and concepts or developing specific to express such specification and there
technical issues. Hypermedia models products such as ITS (Intelligent Tutor are multiple tools and platforms which
and tools were adequate for designing Systems). Nevertheless, the research on support their processing. Moreover,
specific educational applications. ontology notations has derived towards UML diagrams have been provided
However, the fact they were based on other interesting fields such as map to represent these learning design
graphical notations made them difficult specifications or educational modeling specifications using a graphical display.
to understand by non-computer literate languages as powerful representation This notation was complemented
users such as teachers or instructors. mechanisms in the LD context. with text narrative descriptions that
contributed to a better understanding
Another type of mechanism (or Modeling languages have been of the IMS-LD learning scenarios.
artifact), traditionally applied to proposed in different areas and
represent pedagogical and instructional education was not an exception. A more tailored way to represent LD
issues, is the ontology which can Education modeling languages (also issues in specific learning scenarios can
be defined as “a specification of a known as EMLs) were analyzed in consist in using map-based or any kind
conceptualization” (Gruber, 1992). the context of the “Workshop on of simple graph notations. For example,
Murray (1996) defined special Learning Technologies” project (CEN/ concepts maps can be used to describe
ontologies for representing pedagogical ISSS, 2002) as a review of the multiple the ‘best fit’ strategy for designing an
knowledge and ontological modeling notations proposed to facilitate the e-learning course (Adorni et al, 2009)
has been used for designing educational description of pedagogic aspects under the particular lecturer view.
systems (Mizoguchi et al., 1997). involved in educational-learning Perhaps, that situation hampers the
Therefore, constructing ontologies in processes (Koper, 2001). The different sharing of learning designs produced by
educational design is a well-known EML proposals were considered different lectures but in a further step,
area with the advantage that explicit in order to produce a standard this collection of map-based designs
relationships between learning specification called IMS-LD (IMS, can be processed in order to get a
concepts help to infer or discover new 2003) addressed to “support a wide common design template. Moreover,
knowledge from previous. For example, range of pedagogies in online learning”. concept mapping can also be seen as
from the Bloom’s objective taxonomy This specification provides a generic a first step in ontology-building, and
certain terms can be extracted to be neutral language that can be adapted meanwhile, be used flexibly to represent
linked with other learning concepts to many different pedagogies but that specific learning designs adapted to
such as instructional needs or a task feature is, perhaps, its main weakness technology-enhanced settings (Buendia,
vocabulary (Conole, 2008). There are because it is not trivial for instructors to 2011). Mind-maps provide similar

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Name Pattern identifier
In-depth

Context Description of the learning scenario in which the selected pattern is applied
Problem Overview about the learning or instructional requirements to be faced
Discussion Explanation to motivate the addressed problem and its justification
Solution Description of the way to apply technologies to solve the addressed problem
Diagram Sketch to represent the solution in a graphical display including descriptive tags
Relationships Links to other patterns which could be useful in the learning scenario design
Keywords Collection of terms which reference specific aspects of the learning scenario

Table 1: Pattern language for learning design.

representation facilities and mapping means of design patterns. The use approach proposed in this work is
tools can be deployed to generate LD of patterns can be considered as a based on promoting a “guide rather
templates from different case studies structured method of describing good than prescribe” philosophy to apply
(Conole Weller, 2008). A further step design practices in different fields of patterns, focused on small-scale learning
is based on the use of topic maps as an expertise. Originally, design patterns experiences and bounded to specific
ISO standard whose aim is describing were introduced by Alexander et al technology settings. Next subsections
knowledge structures with XML (1977) in architecture disciplines as describe such approach to use design
encoding schemes that facilitate their “a careful description of a perennial patterns which is structured into
processing. Topic maps have been applied solution to a recurring problem within two main phases: (i) the Preparation
in LD contexts (Adorni et al, 2008) a building context”. This pattern notion of the target patterns and (ii) their
and there are specific environments has been adopted in other disciplines Deployment in a specific context.
for authoring educational topic maps such as Software Engineering or
(Dicheva Dichev, 2006). Interaction designs. Furthermore,
pedagogical patterns are recognized Preparation
In summary, there have been reviewed as efficient mechanisms to document In a first approach phase, a pattern
several mechanisms to represent LD good practices in teaching (PPP, 2005), language has to be chosen. Table 1
issues. They range from highly structured including visual flow representations shows a summary of the language
and formal notations like hypermedia (Hernandez et al, 2007) and there proposed to define patterns that
models, ontology notations or topic are design patterns which have been fit the learning design philosophy
maps to semiformal mechanisms such as proposed in e-learning contexts “as aforementioned. This pattern language
educational languages, concept or mind conceptual tools to support educational is mostly based in the original
maps. Next section describes design design” (Goodyear, 2005). Rohse, S., Alexandrian definition which is
patterns as an alternative representation Anderson, T. (2006) also justify the mainly narrative with some additional
tool which combines the flexibility of use of design patterns recognizing attributes and special features: i) the
narrative textual-based representation that learning is a complex process, diagrammatic part is complemented
techniques, the visualization capability particularly, when digital technologies with tags that specify particular
of sketches or similar graphical displays in continuous change become a key concepts with a potential instructional
and the ability to incorporate controlled component in this process. purpose and ii) an extra field called
vocabularies or ontology terms into their Keywords that gathers some of the
definition. Therefore, patterns seem a powerful previous tags and other terms which
mechanism to allow instructors and characterize the learning scenario
practitioners designing different through the proposed pattern.
Learning design approach learning issues related to items such
based on patterns as theoretical contents or laboratory The second step consists in classifying
The current work introduces an activities in a certain technology- patterns in several categories in order
approach to represent LD issues by based educational context. The to facilitate their further detection,

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definition and processing. Figure 1
shows a map example that displays
some basic concepts that can be part
of a learning scenario in which a
given pattern could be applied such as
content resources or learning activities.
These map concepts could be extracted
from an educational ontology in order
to improve their connection with
pattern information items.

The concepts represented in Figure 1
can be distributed in four main groups:
contents, activities, interaction and Figure 1: Instructional concept map in a learning scenario sample.
assessment. From this distribution, an
initial pattern classification can be set
up to organize them into the next • Interaction enablers: contain patterns straightforward way. The current work
categories: to support actions, maybe, not directly is focused on producing those potential
addressed to teach about a certain topic patterns which can be useful in a
• ontent managers: composed by
C
or acquire specific competencies. Such specific technology-based educational
patterns that help practitioners to
actions should encourage the student setting (Buendía Cano, 2006). There
elaborate the didactic materials or
participation or enable their interaction are some methods to detect or induce
resources by enriching the original
with other students. these learning patterns (Brouns et al,
contents with multimedia formats
2005) but the selected approach is based
or adding annotations or signals to • Assessment producers: associated to on the observation of learning scenarios
provide instructional hints that assist patterns that allow teachers to elaborate in close disciplines and the detection
their teaching. different kind of mechanisms to assess of successful practices when certain
the student performance or their technologies are involved.
• Activity facilitators: include patterns
behavior (e.g. multimodal assessment or
which assist the instructor in the
formative vs. summative evaluation).
preparation of learning tasks based
on “problem solving” techniques, or
Deployment
To finish the pattern preparation,
allow teachers to design seminars that The pattern deployment is based on
these can be produced or defined
contribute to discuss specific topics and a well-known instructional design
considering different possibilities. In
improve their learning. method called ADDIE (Molenda,
some cases, there is available a catalog of
2003) which stands for Analysis,
patterns according to different criteria
Design, Development, Implementation
(PPP, 2005) which can be applied in a

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Goal category Description
In-depth

Remembering To identify and recognize the computer entities
Understanding To interpret or explain a data structure algorithm
Applying To apply a procedure to implement a logical circuit
Analyzing To decompose or organize the computer components
Evaluating To test or check the phases in an data structure management
Creating To design or produce a new logical circuit
Keywords Collection of terms which reference specific aspects of the learning scenario

Table 2: Potential learning requirements.

and Evaluation. The Analysis phase Discussion or the Keywords attributes. application has been successful. In this
should gather those requirements This process is usually manual but it case, instructional experts could evaluate
relevant to the target learning could be supported by a wizard tool this application by checking the
scenarios such as instructional goals or assisted by experts in the pattern matching between pattern sketches and
or learning objectives. Table 2 shows management. teacher proposed solutions. The next
a list of requirements which could be section describes an application case to
assigned in the context of a revision An advantage provided by design elucidate this deployment process.
of the Bloom’s taxonomy (Anderson patterns is they are usually represented
Krathwohl, 2001) for Computing by sketches or diagrams easy to
curricula. These examples of learning interpret by teachers who are non- Approach application
requirements contain actions that computer literate. The pattern narrative The aforementioned approach has
can be mapped to the components structure also contributes to facilitate its been applied in a specific learning
of a learning scenario such as the systematic application and the inclusion context based on the use of digital-ink
one represented in Figure 1. For of tags in the graphical display permits technologies. Next subsections describe
instance, actions such “recognize the a better understanding of the Solution the context that enabled the proposed
computer entities” or “implements a attribute description. The proposed approach and the preparation and
logical circuit” can be linked to display approach also encourages explaining deployment of digital-ink patterns in
educational contents or perform how specific technologies are applied this context.
academic activities in a learning in the context of the target pattern
scenario context. and detailed instructions either text or
graphic-based should be incorporated Context
The matching process between in the Solution description. Then, such Patterns have been applied in a
learning requirements and pattern technological details could give support Higher Education context at the UPV
information is the critical stage to select to the Development of the required (Universitat Politècnica de València). In
the right design pattern that should LD component to elaborate certain particular, they were essayed in several
solve the stated need or problem and learning resources from recommended courses of undergraduate Computing
using the pattern categories defined multimedia formats or design activities degrees, in an attempt to adapt these
in the Preparation phase. In this exploiting the pattern potential. In courses according to the Bologna
point, ontology notations can help to a similar way, the Implementation Declaration guidelines. Some studies
determine the terms or concepts to phase has to address the particular have been carried out over the last six
be searched in the pattern catalogue. conditions provided by the available academic years that reveal instructional
The information contained in the learning platforms to accommodate problems such as: low participation
pattern Problem attribute should also those patterns which are implemented and student interaction, pupils’ lack
facilitate this matching process and in such platforms. Eventually, the of motivation, low class attendance
other information items can be taken Evaluation step should check the rates, high course drop-out rates and
into account such as the Context, the pattern application in order to test if its eventually, poor students’ performance.

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To deal with these problems, the UPV implemented in another pilot group Preparation of digital-ink
raised several educational innovation of a core second-year course called
projects and one of them was granted Data Structure and Algorithms that
patterns
by Hewlett Packard in the framework in contrast with the first experience, The experiences aforementioned
of the HP Technology for Teaching could be considered a Computer enabled to generate a catalogue
Grant Initiative, Transforming Teaching Science subject rather different from of patterns based on digital-ink
and Learning through Technology the Computer Engineering course technologies (see Appendix A with
(HP, 2008). The central idea of this focused in the first experience. some pattern samples classified by
project was to exploit the potential of Nevertheless, the team in charge of categories). The detection of good
digital ink technologies to deploy a the HP project realized that the design practices and satisfactory outcomes was
more interactive teaching and learning of the learning experiences based on crucial to start such pattern generation
environment based on the use of Tablet digital ink technologies in both cases but another factor can be considered
PCs and similar devices. were very close and similar outcomes essential in this process. This factor was
were obtained (Benlloch et al, 2010). the need to conceptualize the potential
Tablet PCs can be considered as During the course 2010-2011, new of digital-ink technologies.
traditional laptops including an LCD experiences were implemented in
screen on which the user can write Figure 2 shows a concept map that
different Computing disciplines and
using a special pen. These devices rely displays some of the basic notions and
analogous good practices were detected
on digital ink technology, where a actions related with the instructional
in their implementation.
digitizer can capture the movement
of the pen and thus, allowing users to
put data onto the screen in a natural
way. Digital inking enhances the
chances for active learning activities
allowing actions such as handwriting,
highlighting, marking, drawing,
sketching or doodling. The project
granted by HP equipped a special
classroom with twenty Tablet PCs
where several learning experiences were
developed since the year 2009. The
first experience was applied during the
spring 2009 semester to a pilot group
of Computer Technology, a core first-
year Computing Engineering course.
In the next semester, a new case was Figure 2: Concept map of digital-ink technologies.

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Name Half-baked
In-depth

Context Half-baked
Problem Teaching in a traditional classroom with electronic slides to display contents
Discussion Classroom sessions are boring and difficult to follow due to overloaded slides
Solution Slide-based teaching is a usual technique but these slides can evolve in a dynamic way allowing students
to focus on the teacher's discourse
Diagram Instructor completes the prepared “half-baked” slide on the fly by means of instructional elements based
on digital-ink technologies
Relationships See Figure 3
Keywords Light and shade, Augmented reality Electronic slides; classroom contents; understanding goal; adding explanations;
framing concepts; drawing diagrams
Table 2: Potential learning requirements.

use of “digital-ink” technologies. For
instance, how “Handwritten inputs”
can be used to introduce math special
symbols or the ability to “Sketch”
diagrams or “Highlight” information
items. This conceptualization process
was fundamental in the preparation
of learning design patterns and it
also contributed to select tags which
characterize the Keywords attribute in
the proposed pattern definition. Such
process also enabled the connection

with the learning scenario components
mapped in Figure 1 (Buendía, 2011).
One sample of digital-ink pattern in
the Content category is called “Half- Figure 3: Sketch of the “Half-baked” pattern.
baked” and it describes the possibility to
provide an initial version of a slide-
based presentation whose main points Deployment of digital-ink can be considered an essential tool
can be complemented with additional in the Analysis step for the proposed
annotations or drawings during the patterns approach. These answers contributed
lecture. After their preparation, such digital- to detect the potential digital-ink
ink patterns were applied in the patterns that could be useful for a set of
Table 3 shows a short description of context of Computing degree courses instructors who taught a wide range of
the pattern attributes according to their to validate their use in real learning computing disciplines. Moreover, some
previous definition that includes bold scenarios. Appendix B displays part of instructor’s answers were analyzed and
terms remarking singular concepts. a questionnaire that was submitted to their interpretation leads to advise these
Figure 3 displays the diagrammatic lecturers who wished to participate instructors against the use of digital-ink
representation of the pattern which in these evaluation experiences in technologies in their teaching activities.
contains red-labeled tags that refer order to gather their instructional In this analysis process, the matching
instructional actions associated to the requirements. This questionnaire was between learning requirements and
digital-ink technologies in the pattern based on a checklist format to ease the pattern possibilities was manually
context. instructor’s answers and its outcomes performed.

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After this Analysis stage, selected
instructors participated in several
experiments on the proposed patterns
in their courses. These experiments
consisted in the elaboration of a real
pattern sample implementation by
each instructor in a specific learning
scenario using the pattern sketch as a
template guide. For instance, Figure
4a shows an example of pattern
application in a Computer Technology
subject. This example corresponds to
a “Half-baked” pattern (see Table 3)

that fits with the “Understanding” goal
category referenced in Table 2 and it
demonstrated the teacher ability to
instantiate such pattern by completing a) “Half-baked” implementation sample
its presentation with handwritten
annotations. Figure 4b shows a similar
application in the case of a “Filling
blanks” pattern within a Data Structure
subject. In this example, the instructor
who implemented the pattern
instantiation confirmed the way to
design an interactive learning task that
allowed him to check a data structure
operation.

b) “Filling blanks” implementation sample

Figure 4: Example of pattern deployment.

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Conclusions description and connect them with practitioner support. Moreover, it
instructional issues. must be acknowledged that evaluation
The current work has described
experiences have been developed on
an approach to use patterns in the This pattern-based approach has been isolated learning scenarios and other
design of learning scenarios supported applied in an educational context experiments are needed to generalize
by technology-enhanced settings. corresponding to Computing curricula the pattern application in learning
The choice of design patterns was in order to validate such approach. In sequences and flows.
performed after the review of different summary, a two-phase process has been
mechanisms to represent learning performed i) to prepare a list of design Other further works include, on the
issues in a formal or semiformal way. patterns associated to a technology- one hand, the preparation of new
The proposed approach has taken enhanced setting based on digital pattern catalogues, the development of
advantage of the pattern features which ink technologies and ii) to deploy wizard tools that assist instructors in
combine the narrative textual-based these patterns in this kind of settings the pattern application and the research
expression power with visual notations demonstrating their effectiveness. in the integration with ontology
easy to understand by non-computer The approach application has enabled notations. On the other hand, new cases
literate users. These design patterns the generation of digital-ink patterns studies are being planned to complete
have been considered flexible enough which have been used by teachers in the approach evaluation, taking into
to be adapted to different instructional specific learning scenarios and the account other issues such as the student
conditions enabling the representation obtained outcomes have revealed performance or their point of view
of multiple types of learning scenarios a general pattern success among about the benefits of a pattern-based
and they have been extended with new involved teachers. However, such learning approach.
features such as tags that complement experiences have also shown that some
the pattern diagrammatic information teachers are still reluctant to apply
and keywords which permit to identify these representation mechanisms and
fundamental concepts in the pattern their application requires a stronger

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Appendix A.
Digital-ink pattern catalogue

Category Name Short description
Content manager Light and shade Some content items need to be clarified using an extra explanation or highlighted by means
of visual artifacts.
Focus of attention There are items that require to be located, by signaling, underlining or framing certain
information (e.g. Pointing out a diagram or underling a sentence).
Half-baked Some resources such as slide-based presentation can be completed on the fly by using
freehand inputs to facilitate presentations or improve the discourse.
Augmented reality Some content resources such as images, video sequences or documents are better
understood if additional information items are placed on them.
Activity facilitator Make connections There are activities that require to link or set up relationships among their component items.
Do it freehand Some activities entail the elaboration of a diagram, drawing a sketch or introducing an
equation.
Sharing efforts Several students need to participate and collaborate to solve a problem, sharing and
exchanging information.
Organize your ideas A learning activity can require elaborating a concept or mind map.
Filling blanks Different activities can demand to introduce information on a previously prepared structure
(text, table, diagram, map…)
Interaction enabler Raise your question Anonymous contributions can help those students who are reluctant to ask in public (this
pattern could be related with “Focus of attention”).
Post your opinion Students can contribute with their point of view in a topic discussion.
The audience responds A poll mechanism can be used to gather the overall student preferences or the knowledge
about a topic.
Exchanging messages Students should communicate among them during a collaborative task (this pattern could be
related with “Sharing efforts”).
Assessment The right option A rapid answer to a closed set of questions (objective test) is required.
producer
Connection game A learning activity based on matching options could be evaluated (this pattern could be
related with “Make connections”).
Grading opinion The student point of view about a certain topic can be assessed (this pattern could be
related with “Post your opinion”).
Bad news Instructor can signal or remark the corrections made in the student works (fixing common
mistakes).
Good news Instructor can highlight the strong points in the student works (providing positive
reinforcement).

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Appendix B.
Instructional requirement questionnaire

Contents
Text documents require introducing special marks on them.

Images such as photos, graphics, or diagrams need annotations or additional descriptions.

Slide-based presentations require some kind of annotation or highlighting their components.

In video sequences or “screencast” some elements need to be signaled or marked.
,

Activities
Students have to carry out matching or filling blanks exercises.

Course exercises require “freehand” inputs (e.g. symbols, equations, diagrams…).

Students are required to summarize topics by using a graphical representation.

Students share tasks in which annotations or diagrams are produced.

Interaction
Students can anonymously ask questions focused on the course resources during the class sessions.

Students can post their point of view about a certain topic.

Students participate in collaborative works.

Students can vote or select a certain topic.

Assessment
An objective assessment is performed using a closed set of answers or matching options.

Student opinions about a certain course topic can be assessed.

Instructors perform annotations on the works delivered by students.

Some student responses are selected and reviewed in front of class.

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Students as learning designers:
In-depth

Using social media to scaffold
the experience [ ]
Authors
Leanne Cameron [ +]

MiriamTanti [ +]
Faculty of Education. Australian Catholic University

Introduction
The ‘students as learning designers’ approach challenges
Summary

It has been stated that the field of
transmission models of pedagogy and requires teachers to
learning design holds the promise of
relinquish some control to their students so that they might have
providing teachers with a framework
the space to experiment and discover how to learn.
that will enable them to design high
This paper outlines the findings of two studies that allowed quality, effective and innovative learning
students to explore new ways of learning, where they were experiences for their students (Cameron,
encouraged to take responsibility for their own learning, and 2009). By creating the possibility of
outlines what potential social media tools may have in facilitating deconstructing their existing teaching
this experience. These projects demonstrate that when students strategies; aiding reflection on their own
are empowered to design their own learning activities, they can practice; documenting and scaffolding
deeply engage in the learning process. innovative learning activities; and sharing
and reusing expert practice, the field
of learning design has the potential
to improve the quality of teaching
throughout the higher education sector.
Traditionally, the key stakeholder in the
learning process, the student, is not given
a central design role, however, with the
advent of web 2.0 tools, it has never
been easier to provide students with the
opportunity to contribute to their own
learning. Many students have already
chosen to use social media, eg. Facebook,
Twitter, for their own communications
and social interaction (November, 2011).
In this paper, we report on what happens
when students are empowered to design
their own learning, and how best to
scaffold the design process using the
Tags social media tools with which they are
students as learning designers, social media, already familiar.
participatory media

Languages

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Overview students to creating and sharing their learner understanding using questions.
own learning designs. It aimed to: However, they often needed lots of
The paper describes two separate,
support in understanding the relationship
but related, studies. The “Students as • rovide an opportunity for students to
P between the learning activities and the
Learning Designers Project” (Cameron have ownership over the design and pedagogy.
Gotlieb, 2009), involved five teachers creation of their learning experiences;
and 165 students from five elementary It was not just a matter of helping the
schools. A key element of the project • Determine the key teaching and
students think up relevant and authentic
was that the students were asked to take learning opportunities afforded by learning tasks, their teacher’s role was
a significant amount of responsibility student authoring projects; to provide students with carefully
in planning for, and creating, their considered scaffolds that enabled them
own learning. During the project, the • nalyse the depth and variety of
A
to achieve beyond what they could as
students produced 230 learning designs. the designs provided by students
individuals with the resources before
Research data was collected from when access to authoring software is
them. In the “Scaffolding Student
teachers and students via a pre-project provided;
Learning Designers” Project, the
survey and video recorded post-project • valuate the tools that could provide
E potential of social media tools to scaffold
interviews. Throughout the project, the an efficient means of involving students this experience was examined.
teachers took a problem-based learning in learning.
approach and it became quickly apparent Several studies indicate that the features
that the students required significant In the second project, “Scaffolding of social media tools may be used
scaffolding, particularly in the early stages Student Learning Designers”, the same for educational purposes (Boling, et
of the process. project design was employed, but an al., 2008; Glass Spiegelman, 2008;
additional aim was included: Haramiak, Boulton, Irwin, 2009;
In the subsequent project, “Scaffolding Kajder Bull, 2004; Martindale Wiley,
Student Learning Designers”, the • nalyse how social media tools were
A 2005; Quible, 2005; Ray, 2006; Wassell
potential of social media to provide employed to scaffold the learning Crouch, 2008). Researchers argue
the identified need for scaffolding design process. that social media tools, namely blogs
was explored. The support received and microblogs can be used as effective
by students designing their learning, In each project, students and teachers
instructional tools in which teachers and
both from their teachers and their were asked to look beyond their current
students can communicate with each
peers, was analysed. This study involved approach to teaching and learning and
other and make connections between
206 Masters students at the Australian analyse the attitudes and conceptions
content and pedagogy (Overby, 2009;
Catholic University in their first year of that inform that approach. The project-
Ray, 2006). Students can also utilise the
study. Data was collected from students’ based learning strategy adopted required
technologies to collaborate and share
Tweets, blog entries and a post-project students to take a more active role
their resources.
online survey. in planning and creating their own
learning. Understanding how they In the learning design environment
might do this was a complex and multi- in the “Scaffolding Student Learning
Objectives faceted problem. Designers” study, students were not
The initial project, “Students as Learning merely using the social media tools to
Students generally understood how to
Designers Project”, was designed to receive information: they were engaging
structure a basic learning task, eg. provide
determine the educational impact of
some information and then check

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Instructional Design Advantages to Students Disadvantages to Students
In-depth

Considerations
Collaboration Can learn from each other. Only as strong as the weakest link.
Synergy results from 2 minds working together. Too many chiefs, not enough Indians.
Can share workload responsibilities “Many hands Difficult for some students to deal with responsibility for
make small work” leadership
Major amounts of time are necessary.
Relevance Empowers learner to connect theory hypotheses If it’s the wrong track, it’s a waste of time.
to actual/ practical context.
Adds realism to learning process.
Provides pride in ownership of product
Allows for constructive learning
Learner control Encourages diversity. Can produce off-task results.
Encourages multiple approaches to solutions. Lack of direction can occur when losing sight of objectives
Allows for more sophisticated approaches. Procrastination can result.
Encourages self-confidence.
Allows control of own pace time
Technological Provides advance notice of content, context, and May intimidate the less well informed or skilled.
preparation applications to be used. May get lost overwhelmed by “information overload.
”
Increases familiarity ease with technology.
Table 1: Advantages and Disadvantages to Students as Designers and Teachers (Murphy, Harvell, Sanders Epps, 1999)

in a constructive learning design process When students were given the didn’t know how to design to meet the
with both their teachers and their peers. opportunity participate in a discussion challenge.
with the researchers in their role as
learning designers (with equal status It was noted that for those students
Students as learning with their teachers), they rose to meet who were not autonomous learners,
designers the challenge and provided insightful it was really important for the teacher
comments, eg. How can groups be used to scaffold the learning activities so
As learning designers, students are given
to pull together individuals of similar the students were able to achieve and
the opportunity to be creative and
of different interest?; What constitutes a focus on learning the meacognitive and
pursue their goals actively (Lui Hsiao,
‘good’ answer?; how and why we provide communication skills necessary for this
2002). The initial project demonstrated
feedback. type of work. The teachers needed to be
that students are able to make decisions
able to identify gaps in the students’ skills
(with varying degrees of guidance)
The table below most effectively and knowledge, and provide scaffolding
about both content (what to learn) and
summarises the advantages of using to help get the students to the next level.
pedagogy (how to learn it), (Reigeluth,
students as designers of learning and it
1996). In the latter “Scaffolding Student
also outlines a number of disadvantages,
some of which that the teachers in this Learning Designers” project, explicit
Designing learning is a complex task.
project also discussed in the post-project teacher presence was intentionally
Caver, Lehrer, Connell Erickson
interview. withheld from the social media
(1992) identified five categories of
environment. The students were aware
critical thinking skills they observed
their tweets and blog entries were public
students exhibiting when they were
designing learning environments and/
The Teacher’s Role so their teachers could read them at any
The presence of the teacher was clearly time, however, the teachers did not make
or tools. These thinking skills were also
evident throughout the initial “Students posts themselves. This was a conscious
observed to be taking place in these
as Learning Designers Project” project. effort on the part of the teachers to
projects:
Initially the research team set criteria encourage peer support, which was
• Project management; with the students about what makes a indeed what occurred.
• Research; good learning design but the teachers
The value of scaffolding during the
needed to have further discussions with
• Organisation and representation; design process became evident in
students to identify where they hadn’t
• Presentation; and the initial project. The concept of
completely understood the criteria, or
scaffolding is derived from cognitive
• Reflection.

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psychological research. It is defined as a the teachers provided criteria for the and encourage active engagement with
“social interaction that a knowledgeable learning designs, taught metacognive and students. All of these were observed:
participant can create, by means of communication skills, provided feedback
speech, supportive conditions in which on the learning designs and provided • ndependent learning, negotiated
I
the novice can participate in, and extend, some instruction on the use of the between student and teacher;
current skills and knowledge to higher technology. • Personal development;
levels of competence (Greenfield, 1984 • Problem-based learning;
as quoted by Donato, 1994). Teachers often think that what they
do is necessarily more important for • xplicit reflection by students on their
E
According to Wood, Bruner Ross student learning that other activities learning;
(1976), scaffolded help is characterised in which they engage. Although the • Independent group work;
by six features: importance of the teacher was clearly • Learning by doing;
demonstrated in both projects, teachers
• Recruiting interest in the task; • Developing learning skills; and
had to be careful not to place themselves
• Simplifying the task; in the position of mediating all the • Project work.
• Maintaining pursuit of the goal; students needed to know. This may In order for the students to design their
not only create unrealistic expectations, own learning activities, the teachers had
• arking critical features and
M
but teachers can potentially de-skill to relinquish some control. This resulted
discrepancies between what has been
their students by preventing them from in their students being:
produced and the ideal solution;
effectively learning from each other
• ontrolling frustration during
C (Boud et al, 2001). • Given the initiative;
problem-solving, and
• llowed to choose from a diversity of
A
• emonstrating an idealized version of
D sound methods;
the act to be performed. Encouraging Student
• ork in teams on authentic, real-world
W
Engagement tasks;
Donato (1994) reports that peer
collaboration provides the same Throughout both projects, the
• tilise the features of advanced
U
opportunity for scaffolded help as does teachers and students developed a
technologies; and
that of the expert/novice relationship. highly engaging, customised learning
environment that fostered student • llowed to persevere until they reached
A
It is often assumed that scaffolding only appropriate standards (Reigeluth, 1996).
occurs in the presence of an identifiable independence, initiative, teamwork,
expert and that this assistance is thinking skills, metacognitive skills and
There is no doubt the students were
unidirectional, that is from the teacher to diversity. Within this environment, the
actively engaged, however, just being
the student. students collaborated to design effective
allowed to do something that is not a
learning activities. Their design task
usual part of formal learning, and/or
In the initial “Students as Learning required them to use higher order
being recognised for creating something
Designers Project” project teachers thinking processes and reflection, not just
clever, is enough to keep students
sometimes saw a need to “formalise the the lower order thinking skills normally
motivated and on task (Prensky, 2007).
informal” to realise the potential benefits used when they are simply required to
Hence novelty may have been a factor
of peer learning so that all students could reproduce knowledge.
for the high level of student motivation
benefit from it, not just those who were observed.
already proficient learners. For example, Kimber Wyatt-Smith (2006) cite
eight strategies to foster deep learning

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Additionally, both projects observed resources from their peers anywhere, any their approach to the curriculum.
similar student behaviour to that time; share ideas, thoughts, reflections Teachers began to look at curriculum
reported by Liu Rutledge (1997), and and support and challenge each other. frameworks for allowing student
that was that while students were highly The question was often asked, “What creation and sharing
motivated in many respects and were on can I do to make this better?” and they
task, the critical design skills of planning frequently got instant feedback. The Chang et al (2008) noted that resistance
and time management were not easy for 140 character limit was a challenge for to the change in the teacher’s role is not
them to acquire. some in this context but it provided a only felt by the teachers. Students have
discipline that was beneficial in many also voiced a reluctance to accept the
cases. shift away from teacher-centred learning.
Learning with Social Media Have students been conditioned to the
These results of the initial “Students The students excelled at picking up status quo, or are they at a time in their
as Learning Designers Project” were the new technology in different and lives where they don’t want to upset
impressive but what emerged during interesting ways and the teachers found their peers?
the study was that students required they learnt from the students in this area.
timely and effective support throughout This also helped create an environment
the learning design process. Hence where the control of the learning process Conclusion
the search began for tools to scaffold was more student-centred. The “students as learning designers”
students’ learning without diminishing approach clearly demonstrated that
the value of peer interaction and support the act of designing can facilitate deep
that had been witnessed in the initial
The Findings learning in the classroom. It enabled
study. These projects clearly demonstrated the students to be independently engaged
act of designing learning can facilitate in investigation, work autonomously
The value of a blog to record work-in- students’ engagement and deep learning and collaboratively, and it also provided
progress and as a reflection tool is well in the classroom. The findings were: their teachers with rich opportunities
documented (Dawson, Murray, Parvis for key teaching moments. This
Paterson, 2005; JISC, 2008). Blogging • here was an increase in use of the
T approach challenges transmission models
often increases student participation language of metacognition and an of pedagogy and requires teachers to
in reflective activity, improves student increase in the use of and sharing of relinquish some control to their students
engagement and can change the metacognitive strategies; so that they might be given the space
dynamics of face-to-face sessions. to design, discover how to learn and to
• he classroom dynamic changed.
T
deeply engage in the learning process.
However Twitter emerged as the social There was a recognition of teachers as
Additionally, the paper outlined the
media tool of choice with which to co-learner and guide and an increased
potential social media tools have to
provide scaffolding advice. Doggett recognition of peers as co-learners and
facilitate this experience. In our projects
(2009) outlines nine reasons why Twitter a source of support and advice;
students were not merely using the social
might be beneficial in an educational media tools to receive information: they
• tudents developed highly diverse
S
setting. Our project confirms that Twitter were engaging in a constructive learning
learning designs; and
was an invaluable tool in our project. design process with both their teachers
• his project provided an opportunity
T and their peers.
Using Twitter, students were able to
for teachers to explicitly reflect on
source a wide range of views and
metacognitive skills and rethink

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References
In-depth

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Blended Collaborative Constructive
In-depth

Participation (BCCP): A model for
teaching in higher education [ ]
Authors
Ligorio M. Beatrice [ +]

Cucchiara Stefania [ +]
University of Bari

1. Introduction
The Blended Collaborative Constructive Participation (BCCP)
Summary

Many universities have already
model is a university teaching model built upon six years of
experimented various distance learning,
experimentation.
blended learning or network learning
Through a flexible structure and a set of six types of activities, solutions. Even traditional universities
the aim of this model is to put into practice a series of already are in the process of softening their
well-established pedagogical principles, such as the Community resistance to such solutions (Cahill,
of Learners, the Community of Practice, the socio-constructivist 2011).Volery and Lord (2000) warn
dimension, the dialogical perspective, and knowledge building. that if universities do not adopt
e-learning, they will be left behind and
A three-level system is presented as an assessment tool for web- they will lose ground to other types of
forum discussions, organized around the contents of the course. educational providers. In general, there
This system is meant to be used by teachers and by students to is a growing interest from universities
monitor and support the evolution of the discussion. in understanding advantages, costs, and
conditions of introducing e-learning as
part of their educational provision to
students.

Many factors are recognized as critical
for successfully delivering e-learning.
O’Neil, Singh, and O’Donoghue (2004)
distinguish structural issues, students’
learning strategies, and instructors and
teaching style. These factors are surely
interconnected but each of them needs
a careful and specific design.

Many authors have indicated the
innovation of teaching models as a
crucial aspect (Waks, 2007). Calls
Tags for a new teaching pedagogy, that is
capable of fruitfully exploiting the
blended teaching, higher education, knowledge potentialities of technology, can be
building, web-forum discussion found in almost all the research dealing
with e-learning in higher education
(McFadzean, 2001). Nevertheless, clear

Languages

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and detailed indications about how innovative pedagogical approaches, (c) closely related to a growing sense of
to change such a teaching model and new assessments created from learning personal engagement in the practice,
how the innovative teaching model outcomes, and (d) e-portfolios. a common objective, and a set of
should be, are lacking. In this paper, we constantly negotiated procedures,
propose a model for university blended Furthermore, the BCCP model inherits routines, and languages;
teaching where structure and activities well-established, non-technologically
are clearly described. The model has based educational models, such as: c) he socio-constructivist dimension,
T
been developed during six years of the dialogical dimension, and the
a) he Community of Learners (CoL)
T knowledge building approach
experimentation funded by the Italian
(Brown Campione, 1990), that (Scardamalia Bereiter, 1994),
Ministry of Research. The starting point
considers students as active learners, according to which learning does not
of the model was the transformation of
capable of increasing, deepening, and refer to the individual’s achievements,
strong theoretical ideas into practices
evaluating their own knowledge. but rather to a clear attempt to
that are suitable for a blended context.
Each student is, at the same time, improve collective learning. Such
Results of each year of experimentation
a learner and a teacher when s/he a result is only possible through a
were implemented the following year,
becomes an expert on a specific part guided and structured interaction
therefore the model we now present
of the learning contents. In this sense, between peers and expert guidance.
has a strong empirical basis. In the
in a CoL, activities are based on the To enrich this perspective, discussions
following section we will briefly present
exchange of roles, self-evaluation, and interactions between various
the theoretical background inspiring
active searching of sources, and points of view are considered crucial.
the model.
metacognition. Swapping roles, in The interactive moments should
particular, is a crucial aspect of this not be aimed at converging toward
2. Theoretical background model. Groups are essential in a CoL: a pre-fixed definition or idea; on
they are an ideal place to test roles, the contrary, the multiplicity of
The model we propose, called
to discuss, and to compare ideas and perspectives should be maintained.
Blended Collaborative Constructive
information. The groups regularly When different points of view are
Participation (BCCP), follows
meet and update each other about confronted, discussed, mixed and
Nkonge and Gueldenzoph’s (2006)
their progress through so-called integrated, then knowledge building
recommendations to successfully use
“cross-talk” meetings, meant as implies a dialogical management
technology in higher education. These
moments for groups to reciprocally between many positions, each of
recommendations are: (a) to encourage
challenge each other about the them provided by a “voice”, in the
contact between students and
activities under development. In fact, bakhtinian sense (Bakhtin, 1981).
professors, (b) to develop reciprocity
during the “cross-talk”, students ask This means that no attempt is made
and cooperation among students, (c)
each other critical questions and offer to converge toward a unique and
to encourage active learning, (d) to
stimuli for new directions; common point of view; rather, new
give prompt feedback, (e) to emphasize
time on task, (f) to communicate high knowledge is possible when all the
b) he Communities of Practice
T
expectations, and (g) to respect diverse positions and voices are considered
(CoP) (Wenger, 1998). According
ways of learning. We also implemented and reciprocally enriched (Roth,
to this model, learning happens
some of MacKeogh and Fox’s (2009) 2009);
when people can participate in
suggestions, in particular as regards: cultural practices, crucial for the d) The Progressive Inquiry Model

(a) flexible modular frameworks, (b) community; therefore, learning is (PIM) (Hakkarainen, Lipponen,

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Järvela, 2002), that considers learning practice the many good pedagogical free platform called Synergeia (bscl.
as an inquiry process deriving from ideas contained in the above-mentioned fit.fraunhofer.de), that provides basic
general and broad questions – which perspective. With the BCCP model we functionalities such as the possibilities
we have called “research questions”- attempt to highlight the link between to create folders, web-forums, wikis,
and proceeding towards critical and theories and practice, and we consider and conceptual maps. Like many
scientific thinking. In this model, technology to be capable of setting other platforms, Synergeia also
students are spurred to finalize their up arenas where theories can actually provides inquiry tools to check users’
learning to realize a common and be put into practice. Therefore all the participations and to check by whom
shared objective. This principle theoretical ideas we have presented can each item online has been posted,
helps students collaborate in order be found in the elements composing read, and/or modified. Any platform
to reach a status beyond individual the BCCP model, which will be or virtual space offering these tools
achievement. presented in the next section. could be used to implement the BCCP
model.
Other sources of inspiration include 3. Structure and activities of
the Reciprocal Teaching (RT) model In order to describe the model we
(Palincsar Brown, 1984), the Jisgaw the BCCP model distinguish structural elements and
model (Aronson Patnoe, 1997) and Before presenting the structure and activities (Ligorio Sansone, 2009).
the general principles for collaborative the activities composing the BCCP,
learning and peer discussion a few assumptions should be cleared. 3.1 The structure
(Dillenbourg, 1999). First of all, we conceive the blended
The structure of the BCCP model
It may appear that the BCCP model dimension as carefully integrating
concerns the contents, the way students
is based on a copious theoretical online and offline activities. These
are grouped, and the timing and
background. Actually, all these theories two contexts are not simply a re-
alternation of online and offline. As
have numerous dimensions in common. proposition of one another, neither is
recommended by MacKeogh and Fox
First of all, they aim to support active the online arena considered a repository
(2009), we propose to structure the
and self-regulated learners; secondly, of educational materials. Rather, we
course into modules, as many as needed
they seek to balance individual consider online and offline as strictly
to cover the contents of the course
agency with the sense of belonging interwoven, one empowering the
and also taking into consideration the
to a community; finally, the specific other (Bonk Graham 2006; Ligorio,
time available. The teacher is usually in
finalization toward the production of Loperfido, Sansone, Spadaro, 2010).
charge of organizing the contents and
a concrete product – be it a paper, a Secondly, we assume minimum
the sequence of the modules, although
map, a grid or a table. Another idea technology competencies for both
there should be space for flexibility
common to the theoretical approaches teachers and students. No fancy
and negotiation with the students in
used in the BCCP model concerns the software or complicated platforms are
order to take into account their pre-
importance given to metacognition, needed. Participants should only be
existing knowledge and interests. We
critical reflection, and self-assessment. able to navigate and perform simple
recommend giving the students an
operations such as downloading and
overview of the modules, the rationale
Instead of looking for new pedagogical uploading materials, opening new
of their sequence, each module’s goals,
models, which would imply a radical folders, orienting and posting notes in
and the goals of the whole course.
and not always feasible change for web-forums, and managing personal
teachers, we propose to put into profiles. In our experience we used a

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Each module should propose the same groups support active learners and foster is very flexible in terms of online
type of activities and the same tempo. individual responsibility for achieving activities: they can require just a few
This would support the students’ common goals and joint enterprise hours from one face-to-face meeting
perception of many possibilities – as (Wenger, 1998). Halfway through the to the next, or many hours per day. In
many as the number of modules – to course, the groups should be broken up fact the model can be tailored based on
repeat the activities and, eventually, to and recomposed. This way, students can the needs, aims, and constraints of the
improve their performance. By moving experience a new group and test their students. In any case, students should be
from one module to the next, students social skills in a different context. free to spend the required hours online
should gradually feel more confident at their own convenience.
of the structure of the modules and In general the offline meetings will
become more independent and active. follow the agenda given by the course. 3.2 The activities
This may range from one hour weekly
Furthermore, we propose considering a to many hours spread over two or three Six activities compose the BCCP
final module devoted to the preparation weekly meetings. Regardless of the model. This set of activities represents
of a collective product - for instance, specific agenda, our general suggestion the complete model but it is not always
a list of important points about the is to devote equal time to the teacher’s necessary to implement all the activities;
course or an instrument such as a grid lecturing and to group discussion it is perfectly possible to select only a
to guide observational activities. Such a about the online activities. Two types few and neglect the others.
module should help students build up a of lectures can be offered: a) lecturing
a) Reading and writing. Each
general vision of the course and of the to start up a module - these are lectures
participant is required to read
links between the modules. Moreover, during which the teacher outlines the
individually the educational material the
during this final module students are main points of the module, presents
teacher assigns him/her. This material
forced to go back to all the previous the educational materials, and sets up
may have several formats (such as a
modules, so that those modules to the research question of the module;
chapter, a journal article, a website or
which less attention was devoted can b) lecturing on-demand, requested by
a set of slides), carefully selected by the
then be compensated. the students about points and concepts
teacher, and posted online in a specific
needing clarification during the
Students are usually divided into folder. To perform this task, a few days
discussions. This is a way to make the
groups that may vary in size, from a are usually allotted. This assignment is
students active and capable of regulating
minimum of three to a maximum of always part of each module; therefore,
the learning process. The research
eight, following recommendations each student is required to read a
questions and the lecturing on-demand
from the literature about group number of documents similar to the
can be defined as negotiation spaces
size (Blumenfeld, Marx, Soloway number of modules composing the
between the teacher and the students,
Krajcik, 1996; Dillenbourg, 1999). course. Later, students have to write a
meant as ways to break traditional
Therefore the number of groups to be short critical review about that material.
unidirectional teaching (from teacher to
formed depends on the total number To write such a review, the teacher
student).
of students attending the course (i.e., offers the following precise indications:
when there are 17 students, then two The online activities should be a) reporting the main issues of the
subgroups can be formed, one with performed in between the face-to-face document they have read, b) outlining
eight members and the other with meetings. Students can log online from its contribution to the research question
of nine). Groups are the engine of university computers or from their of the module, c) giving a personal
collaborative learning. In fact, small private locations. The BCCP model opinion, and d) from the second

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module on, comparing the paper with ability to acquire their own critical self- various materials read by the students
the previously read materials, either by assessment. composing the group. The discussions
the same student or by other students. around the content are set in such a
This activity is inspired by the Jigsaw. way as to foster a knowledge building
The critical reviews are posted in In fact, students cover a piece of the process (Bereiter Scardamalia, 2003).
a virtual folder and all the group module with their individual readings To achieve such an objective, both
members have to read and comment on and by posting and reciprocally reading individual and social dimensions are
them. The reviews represent the starting the reviews they cover the content of strongly interwoven (Chan van Aalst,
point for the online discussions in each the whole module. Comparing many 2004).
group, but they also support cross-group papers and being encouraged to express
discussions around the same materials. personal points of view assures the c) Searching new materials.
In fact, the same material is read by one dialogical nature of the discussion. In Students are encouraged to search new
student in each group. Therefore, the fact, many voices are involved in this material to better address the module
number of students reading the same activity — specifically, the students’ and to post it online accompanied by
material depends on the number of voice, both as individuals and as part of a short justification. The justification
groups. For instance, if in a course there a group, the voice of the experts of the contains information about author
are three groups, there will be three material read, and finally the voice of and/or website credibility, why
students reading the same material, the teacher. the material should be considered
and they will confront and discuss this relevant for the module, and how it
particular reading and their reviews on b) Discussing. Many types of can contribute to the inquiry on the
it. So this activity leads to a twofold discussions are possible online: informal, module’s research question. Students
level of discussion: a cross-group organizational and module-specific, all appreciate this practice and increasingly
discussion about the same material, conducted asynchronically via web- select interesting educational material.
and group discussion regarding all the forum. Informal and organizational The aim of this activity is twofold:
materials of the module. Students enter discussions are possible throughout the it supports the students’ sensation of
the group discussion with two “voices”: course, as students are allowed to open being active by contributing to the
their own personal view, and that of the up new discussion forums whenever selection of educational materials; and,
author of the material read. This way, they like. These spaces represent at the same time, students can reflect
naïve and rhetorical discussions are also interesting opportunities for students on the criteria for recognizing valuable
avoided. to express their thoughts and feelings information obtained on the Internet.
about their participation in the course.
Furthermore, for each module, the They are important spaces because d) Building collaborative products.
teacher reads and comments two to various matters are addressed and solved The BCCP model proposes group-
three reviews for each group so that, by and, above all, a sense of community is products and a collective final product.
the end of the course, each student will built. While informal and organizational Group-products are built before moving
have at least two commented reviews. discussion forums are freely organized on to a new module and they can be a
In order to improve their writing by the students, the module-specific written synthesis or a conceptual map.
skills, the students are required to read discussions are guided by the research
and discuss in group the teacher’s question negotiated during the face- The synthesis describes how the group
comments, even when they do not to-face meetings. Each group attempts worked during the module-specific
concern their own review. The reviews to answer the research question discussion. The teacher provides a
are aimed at enhancing the students’ by comparing and discussing the guideline about this product, which

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includes the following points: a) the product. This is an activity carried out should be sensitive to the needs of the
length of the text (usually about 500 by all the participants of the course. students who are not able to attend
words); b) if and how the discussion the class;
moved from the research question Having products typifying the group
initially launched to eventual new work means externalizing the culture of - erson responsible for negotiating the
P
questions; c) how the final answer was the group and creating further occasion lecture on-demand with the teacher,
negotiated. The synthesis clearly aims for self-assessment and reflection upon on behalf of the group.
to sustain reflective thinking, and to learning processes.
The whole set of roles is meant to
provide inputs that will improve the e) Role-taking. In our model, a support positive social interaction,
reasoning and inquiry process for the number of roles are proposed and knowledge building, and a sense of
next module. A wiki-like tool is highly all of them are aimed at shaping challenge in the students themselves.
recommended to build this product. active students. In fact, ideally, each In fact, students find themselves acting
The conceptual map can be designed student should always play a role; this in ways they would not normally act,
by using specific software or the way, the student can always take the so they experience new ways of being.
Microsoft tool to build diagrams, responsibility of some task essential for Role-playing has an impact on self-
or even just pencil and paper. The the group and for the whole course. representation, broadens the range
map should be about “what” has All roles are meant to interweave the of learning strategies and positions,
been discussed, therefore it should process of learning with the acquisition and enriches the identity trajectory.
contain the main ideas borne from of abilities and professional skills. So far, Different situations, triggered by the
the discussion and the final research the roles tested in our blended courses roles, stress different aspects of the self
answer given by the group. This activity are (Spadaro, Sansone, Ligorio, 2009): and produce new identity positioning
is useful to improve learning through (Hermans, 2004). Specific discussions
- E-tutor, focusing on group
about the roles, about how students
the recognition of primary concepts management and supporting group
of knowledge and the relationships feel when playing them and about how
discussion; to improve their efficacy, are available
between them (Novak Gowin,
1984). The final maps can be stored in throughout the course. These discussion
- Critical friend, designed to promote

a folder and students can discuss and forums are presented as crucial
cross-group collaboration by reading
comment on them. In this manner, moments for the knowledge building
and commenting on the activities and
reflection on the process of building process.
products of a different group;
a concept map and on the differences f) E-portfolio and self-assessment.
between composing a text and a map - Person responsible for a collaborative

In order to support self-evaluation
is promoted. This is also a way to allow product (synthesis, map, final product),
and metacognitive reflection about
students to try out different formats and with the responsibility of guiding
the activities performed, students
communication modes. the activities necessary to finalize the
are required to construct a personal
product and of describing it during
The final common product can e-portfolio and complete a self-
the face-to-face meetings;
be different things: a check list, an assessment form, provided by the
observational grid, a questionnaire or - Person responsible for taking notes
teacher. The e-portfolio can be used in
even multimedia. As we have already and/or video clips from face-to-face different ways at different moments: at
said, a final module could be devoted meetings and for uploading them the start of the course, students can post
entirely to the preparation of this online. Students covering this role their expectations and the goals they

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Reading and writing Individual reading of the assigned material
In-depth

Individual writing of a short review following the teacher’s instruction
Cross-group discussion involving students reading the same material
Collective discussion about the teacher’s comments on the review
Pedagogical references: Jigsaw, RT, dialogical perspective, PIM
Aim: to develop academic skills in reading and writing
Discussing Group discussion about the research question
Pedagogical references: PIM and dialogical perspective
Aim: to express and compare ideas (both personal and based on the readings)
Searching new materials Students search new material that is relevant for the module
Pedagogical references: CoL and CoP
Aim: to recognize scientific material
Building collaborative products Written synthesis of how the group discussed
Conceptual map of the main ideas discussed, and the answer to the research question
elaborated by the group
Pedagogical references: PIM; collaborative knowledge building and externalization
Aim: academic skills and practical skills about e-learning (the content of the course)
Role-taking E-tutor, critical friend, person responsible for the collaborative products, person responsible
for taking notes and/or video clips from face-to-face meetings and for uploading them online.
Pedagogical references: scaffolding, CoL, CoP self-development and positioning
,
Aim: to support active learning and responsibility taking
E-portfolio and self-assessment. Opening and maintaining a personal folder
Filling in a self-assessment form
Pedagogical references: self-assessment and metacognition
Aim: to improve skills for self-assessing expectations, activities, collaboration

Table 1: The activities composing the BCCP model

would like to achieve; and at the end Table 1 presents a synopsis of the to understand the effects of the model,
of each module, students should fill in proposed activities, with the annotation we consider crucial the assessment of
self-assessment forms and select their of the pedagogical references and their the quality of the discussions around
best products of the module; at the end aims. the module-research question. In
of the course, students may report their order to assess the discussions around
assessment about the course and their The set of activities proposed with our the research question we will present
own learning; they can also compare model is designed mainly to support an analysis of one of our courses.
their final self-assessment with their active learners and collaborative The assessment of these discussions is
initial expectations. knowledge building. In fact, individual focused on understanding if and how
learning (by reading and writing) the knowledge building process is
The self-evaluation form comprises is the starting point for subsequent progressing. To unravel this point we
several questions, through which collaborative activities such as discussing looked at how students picked up the
students describe how the activities and preparing group products. Indeed, content offered by the reading materials
they performed (reviewing, role- the complex architecture of this and how they elaborated it.
taking, online activities, offline blended course allows, simultaneously,
meetings, conceptual maps, synthesis) individual work, work within small
have contributed to their learning, groups, and large group activity. 4.1 Context and participants
both in terms of content and skills. The discussions analyzed here took
Self-assessment stimulates students’ place during a course on Educational
metacognitive processes and reflection 4. Assessing the BCCP Psychology and e-Learning, offered
on their own abilities and skills; model at the University of Bari (Italy) in
moreover, it supports the development How can a teacher monitor the efficacy the academic year 2009-2010. This
of critical self-evaluation. At the end of the BCCP model? The quality of the particular course lasted 13 weeks and
of the course, the teacher takes into products and the amount of presence was divided into five modules. All the
account the progress shown in the self- online, checked through specific tools modules were aimed at supporting
evaluation filled forms. embedded in the platform, are good a fairly good understanding of what
indicators of the students’ learning. But, e-learning means, its main issues and

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In-depth

its problematic aspects. The first four like “As I read …” or “As the teacher common decision was made and 100%
modules covered the educational said during the lecture …”; of the agreement was reached.
content of the course, while the last
one was devoted to the collaborative b) “simple theories”, when students
elaborate hypotheses and explanations 4.3 Results
building of a grid meant to guide the
observation of e-learning courses. The about facts. This level should be assigned Results show that 22.5% of the
modules were about a) technology whenever there is a statement like “I interventions were about “facts”,
and learning; b) e-learning contents; c) think …” or “My impression is …”; whereas ”simple theories” appeared
online identity; and d) new trends. in 40% of the cases, and 32,5% of the
c) “complex theories”, representing cases could be considered “complex
16 students – 4 males and 12 females, a deeper level of elaboration and theories”.
22 years old on average – were divided understanding in which students can
into two groups of eight participants explain more facts, compare several To understand how these frequencies
each. In this particular course ideas, and answer the research question were distributed throughout the
students attended eight module-based guiding the module. This level is discussion, we segmented each
discussions and produced 511 notes in recognizable when students declare discussion into three periods by simply
total. something like “By comparing different looking at the dates of the notes: initial,
ideas …” or “I would like to add intermediate and final period. It was
something new”. found that the “facts” always reached
4.2 Methods of analysis the highest frequency at the start of
A qualitative analysis was used. The aim More than one level could be assigned the discussions (on average 18% more
was to gain an in-depth understanding to a single note; in fact, one note could compared to the final part). This level
of the content of the notes posted in refer to many levels. Therefore we seems to be aimed at laying out a
the forum through a content analysis, segmented the note in as many parts as common ground for the discussion by
using a simple categorization that can the levels we could recognize in it. After sharing and reporting the concepts of
also be used by teachers to assess in all the notes were analyzed, segmented, the module in the web-discussion.
itinere the online discussion. and categorized, we counted the
frequency and the percentage of The “simple theories” are the most
In particular we considered three levels frequency of each level. frequent level in all the discussions.
(Cucchiara Ligorio, 2009), inspired This result may indicate that students
by Bereiter and Scardamalia’s (2003) Two researchers first analyzed 10% are indeed able to produce theories,
suggestions about the knowledge of the corpus together, to get in tune although they often remain at a simple
building process: about the meaning of the levels and level. For students, this is a way to share
how to segment the notes. Then, they and test their hypotheses or ideas.
a) “facts”, which are information individually assigned the categories
collected by reading the educational to the remaining notes. Later they The last level, concerning “complex
material or the outcome of past compared the categories assigned theories”, appears mostly at the end of
knowledge. This level can be recognized and found an agreement of 85%. The the discussions, when students finalize
whenever the student writes something controversial cases were discussed until a their answer to the research question.

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At this level students are attempting We found that “transaction comments” paramount, as a great occasion to
to raise the quality of the ideas by caused: a) on average, 21% of the strengthen the link between theory and
comparing and synthesizing the various passages from “facts” to “simple practice.
positions that emerged and trying to theories”; b) on average, 32% of the
reach a higher level of understanding of passages from “simple theories” level to The structure and the activities
the concepts discussed. “complex theories”. composing the model are the result of
six years of experimentation during
Moreover, in order to understand how This result highlights the social and which many improvements were
the discussion shifts from one level to dialogical nature of the discussion, in produced. Furthermore, the model
the next, we observed these occurrences that it progresses within the dialectic proved in many ways to be efficient
in detail. We found a type of exchange between students and and effective. In this paper we have
intervention capable of sustaining such the mutual support they give each presented the method of analyzing the
a movement and called it “transaction other. The “transaction comments” discussions about the learning material,
comment”. This type of intervention represent a form of help and a scaffold guided by a research question. The
seems to be capable of sustaining the explicitly offered to and requested by reason for this choice is the fact that we
development of the discussion toward a the students, aimed at stimulating the consider the asynchronous web-forum
higher level. The “transaction comment” improvement of ideas (Cucchiara peer discussion to be a very crucial
has a specific feature: it does not strictly Ligorio, 2009). aspect of e-learning. But it is not easy
refer to the content of the discussion, for teachers and instructors to monitor
but it is a discourse strategy, with the This type of result can provide useful its depth and quality. We consider the
clear purpose of triggering interactions feedback to teachers and students for analysis we have presented to be a
among students. For example, after improving their discursive practices and tool that teachers and instructors can
expressing their ideas, students may the online discussion. easily master. By looking at the three
ask questions or opinions from their levels we propose (fact, simply theory,
peers (i.e. “what do you think about complex theory), the quality of the
5.Conclusions
this?”) with the intention of eliciting discussions can be monitored, and by
feedback, or obtaining their alliance In this paper we have presented the using the transaction comments, it can
or collaboration. The “transaction Blended Collaborative Constructive be advanced.
comments” are usually able to push Participation model as a teaching model
other participants to comment and for university. The model is built upon
contribute to the general discussion. well-established pedagogical principles
Often such comments unveil the and attempts to put them into practice.
intention to support the development We consider the introduction of
and improvement of ideas and the shift technology in university contexts,
from one level to the next. where face-to-face meetings are

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From
the field
Experiences with technologies in
learning environments

n in g K
nowledge-building: Designing for learning
using social and participatory media

r
C
reating Invitational Online Learning

a
Environments Using Art-Based Learning

e s
Interventions

L r
e e rning
pap ers.e
u

p
lea
ww.e

a
w

P
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Knowledge-building:
From the field

Designing for learning using social
and participatory media [ ]

content, and the harnessing of
This report presents the results of a classroom action research that looked collective intelligence which Mason
at how one teacher redesigned her curriculum while integrating social (2008, p. 155) describes as a mismatch
media, Web 2.0 and face-to-face teaching in an Australian public high between centralised control (traditional
school. course design) and increased user
control (course design reflecting Web
It explores the qualities that social and participatory media bring to the
2.0 practice). This is a time where
classroom while focussing on students as active and valued participants in
pervasive media and a technology
the learning process. Building knowledge using the uniqueness of social
landscape is becoming increasingly
media enabled students to become active and valued resources for both
global, participatory and connected,
the teacher and their peers. Designing for learning is a key challenge
one in which learners and teachers
facing education today; this case offers ideas for learning designers and
can increasingly become creators of
contributes to a research base that can support educators from all sectors.
knowledge rather than mere consumers
of prepared messages and ideas (Jacobsen
Introduction found, venturing beyond the walls of 2010).
the classroom, to design learning that Schools at present are justifiably wary
Today’s youth are growing up in a digital
involves knowledge-building activities, of social media in their classroom.
world. Where and how they learn is
is well supported by the integration of Over the last four years the researcher
changing as mobile learning and social
online social media, Web 2.0 and face- has been using social media in her
networking become part of their every
to-face teaching; producing a flexible classroom and, as a result, provided
day life. As a result of this phenomenon,
student-centred environment. students with an environment involving
what it means to teach and learn is
changing as new technologies make Course design using Web 2.0 more freedom and flexibility than the
it possible to easily tap into the technologies needs to be seen as traditional classroom. A major issue of
knowledge and skills that students ‘emergent’ (Mason 2008, p. 155). concern is that teachers are not available
bring with them into the classroom. When designing the projects used to monitor students twenty-four hours
Valuing their often hidden talents can throughout this research the teacher/ a day, seven days a week; hence, an
be a difficult task within a high school researcher incorporated concepts of element of trust and understanding
curriculum program. As this research student empowerment, user generated must be built. For some young people,

Tags
social and participatory media, online learning, knowledge-building,
classroom action research, secondary school

Author

Gail Casey, Deakin University, Greelong, Oceania [ +]

Acknowledgement
The author would like to thank her Deakin PhD Supervisor, Professor Terry Evans, for his ongoing assistance throughout the
study and acknowledge the quality of his advice.

Languages

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From the field

Semester 2, 2010 classroom Ning Semester 1 2011 classroom Ning

Semester 2, 2011 classroom Ning
Screen clipping taken: 19/10/2011 Screen clipping taken: 19/10/2011 Screen clipping taken: 19/10/2011

Figure 1: Visitors recorded on each of the three online Nings used during the research

monitoring their own developed online Web 2.0. The data was collected over that does not merely emulate the work
site for new activity or comment can approximately 18 months commencing of mature scholars or designers but
become a seemingly addictive pastime July, 2010 and was collected from all that substantively advances the state of
but as Mason (2008, p. 70) discusses, of the teacher/researchers semester knowledge in the classroom community
there are many advantages in using the long-classes. The teacher/researcher and situates it within the larger societal
unique qualities of social media when in taught 7 semester-length classes during knowledge building effort (Scardamalia
the classroom: they require students to the first semester and 5 during the Bereiter 2006). By using one online
participate, think, contribute and become second semester. The third semester of Ning each semester as a shared social
active in their learning. data collection was still in progress at networked classroom the teacher/
the time of writing this paper. Students researcher could observe the building
Research Design were aged between 13 and 16 years and sharing of knowledge that occurred
of age and the average class size was through formal teacher directed projects
This research is a qualitative study
25. All students during the first two and informal student directed activities.
investigating emergence, connections
semesters of data collection were from One could also monitor the visitors to
and designs for learning. The
one Year 7 to 12 co-educational public the Ning from around the world. At
connections now being made, outside
high school in Geelong, Australia. times classes engaged in global projects
the classroom, with social media and
Students were predominantly from but the Ning was not used directly for
learning, demonstrate that what it means
mid-range socioeconomic backgrounds these. It is interesting however, to see
to teach and learn is changing. The
and the school student population was the selection of wider audience shown
researcher combined Graham Nuthall’s
approximately 900. The data collected in Figure 1 which shows the automated
(2007) “lens on learning” with Luckin’s
included teacher planning documents, visitor maps for each of the 3 Nings
(2010) knowledge building pedagogy
field notes, student work, end-of-week at the time of writing this paper (each
to help her conceptualise and analyse
reflections, mid-term and end-of-term computer’s unique identifier ensures
data whilst making links to social
reflections as well as critical friend that any one computer is only registered
constructivist teaching in addition to
and peer feedback. Students used once). This perhaps shows some work
chaos and complexity theories.
pseudonyms when online which they towards building, what Scardamalia and
This study uses an action research could change at any time hence they Bereiter call, societal knowledge.
method. The researcher is a PhD student often could not identify who a student Throughout this research, students
as well as the classroom teacher and uses was or from which class they were a were faced with a wide range of tools
Armstrong and Moore’s (2004, p. 13) member. which encouraged them to think,
framework of the action research spiral
create and share. Multimodal methods
which explicitly seeks to encourage
inclusive processes through research
Designing for learning - of learning were at their fingertips and
knowledge building new literacies became part of the day-
design, practice and process, and research
to-day learning cycle. Some examples
outcomes. This action research cycle Knowledge building pedagogy is based
of student work follow and are drawn
included the designing of learning on the premise that authentic, creative
from the large quantity of data collected
experiences that combined social knowledge work can take place in
as students used a wide range of Web
media with face-to-face teaching and school classrooms – knowledge work
2.0 tools. These included:

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From the field

Figure 2: Animated podcast made by a student using a ‘Voki’ for an Internet Safety project,
http://ghs2010.ning.com/group/internetsafety?groupUrl=internetsafetyid=6203891%3AGroup%3A4
301xg_pw=page=2#comments
Screen clipping taken: 17/10/2011, 4:28 PM

• Survey generators: http://polldaddy.com/
• Picture podcasting: http://voicethread.com/ • http://www.voki.com/ • http://blabberize.com/
• Photo editing: http://www.picnik.com/ • http://click7.org/image-mosaic-generator/?create • http://zoom.it/arOi
• Word clouds: http://www.tagxedo.com/ • http://www.wordle.net/
• Cartoon makers: http://www.toondoo.com/ • http://www.makebeliefscomix.com/
• Movie making with copyright free music: http://animoto.com/
• Animation creators: http://www.xtranormal.com/watch/6919105/identity-theft-2
• Picture globe generator: http://taggalaxy.de/
• Picture editor: http://www.picnik.com/
• Mind mapping: https://bubbl.us/ • http://www.wallwisher.com/
• Real world pictures: http://www.google.com/earth/index.html • http://photosynth.net/ • http://maps.google.com/
• Timeline creator: http://www.timetoast.com/
• QR code generator: http://www.mobile-barcodes.com/qr-code-generator/
• Data visualization: http://ghs2011.ning.com/group/datavisualisation

Knowledge-building represents an civilisation-wide knowledge and to Internet safety message onto the screen
attempt to refashion education in make their classroom work a part of it. which was read aloud by the animated
a fundamental way (Scardamalia This is a shift from treating students as character when their work was
Bereiter 2006, p. 97) so that it becomes learners and inquirers to treating them published. Students were keen to hear
a coherent effort to initiate students as members of a knowledgbe building each others Voki and struggling students
into a knowledge-creating culture. community (Scardamalia Bereiter quickly understood the requirements of
The following discussion of student 2006, p. 98). the task by watching the work of their
work provide examples of students not Figure 2 shows a screen clip of an peers. Learning occurred not only by
only developing knowledge-building animated podcast made by a Year 7 (13 students producing their own work but
competencies but also coming to see year old) student during an Internet by listening to the work of others.
themselves and their work as part of, safety project. This was made using a Figure 3 shows a 30 second long video
what Scardamalia and Bereiter call, ‘Voki’ at http://www.voki.com/ made online by a Year 7 student using
the civilisation-wide effort to advance and this can be heard by following the Animoto (http://animoto.com/)
knowledge frontiers. In this context, the link below the screen clip. The work during a digital footprints project.
integration of social media, Web 2.0 and involved students choosing an animated By using Animoto the student could
face-to-face teaching became a realistic character followed by them choosing upload their own still pictures and select
means for students to connect with this a character voice. They then typed an from a wide variety of music which

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Figure3: Video clip made by a student using ‘Animoto’ for a digital footprints project,
http://ghs2010.ning.com/group/digitalfootprints, Screen clipping taken: 17/10/2011, 4:28 PM

is free of copyright to add to their to become part of a community of world. Examples of this can be seen
video. Students enjoyed watching the learners with her students. in Figure 4, 5 and 6 where students
created works of their peers and this Social media are about the content and connect with each other through
motivated them to learn the concepts the building of a sense of community. projects that contained elements that
of the project, complete the task Using a social network, such as a Ning, related to their real lives. When students
and to integrate their own creativity, in the classroom allowed the teacher/ shared their analysis and published
knowledge and skills. researcher not only to incorporate work online, it supported students
multimedia and multimodal texts in a variety of ways. Some students
Designing for learning but also to share these quickly and used it as a support structure for their
- Integrating Social and easily, providing a collaborative own work and others engaged in a
Participatory Media with Face-to- learning environment for students comparison with their own work while
Face teaching to communicate. By incorporating some preferred to provide critical
social media into the day-to-day lives commentary. All students are different
Many students, in the developed world,
of students in the classroom, new and as Luckin (2010, p. 173) points
come with knowledge that enables
literacies, that are becoming part of out; “we need to pause and consider
them to create, connect and form a
students’ out-of-school lives, were also how we might take more of a learner’s
partnership in the learning process;
easily incorporated. These concepts are resources into account when designing
but these are not widely used in the
supported by many academics including technology-rich learning activity and, as
classroom, as discussed by Thomas and
Alvarez (2001), Fletcher, (2007) Glover a result, how we may do better by our
Brown.
and Oliver (2008) and Hahn (2008). learners”.
“The kind of learning that will
Academic interest in the consequences Figure 4 is a screen clip showing a
define the twenty-first century is not
of the use of technology and the use of student’s published analysis and graph
taking place in a classroom – at least
media in the expansion of knowledge of the data they collected on how
not in today’s classroom. Rather, it is
and the development of learning and they spend their time during a specific
happening all around us, everywhere,
pedagogy, have shifted away from the week; this student’s pseudonym was
and it is powerful”. (p. 17)
linear issues of ‘use’ and ‘outcomes’ to ‘Mouse’ at the time the screen clip was
Authentic integration of ICT is more nuanced concerns with the design taken. Through this project, students
important if one is to think differently and evaluation of learning technologies, gained a deeper understanding of
about learning and to explore ways to as well as the social complexities of themselves and their daily lives as well
reproduce some of Thomas and Brown’s their use (Selwyn Loliver 2011). as an awareness of how they differ from
ideas of twenty-first century powerful their peers. Students were not only
Luckin (2010, p. 169), when discussing
learning. Throughout her research, engaged but motivated to gain the skills
new opportunities for learning,
the teacher/researcher found that she and knowledge which allowed them
describes the increased connectivity
had to, at times, “unlearn” many of to collect, create, publish and compare
between people and between the
her traditional teaching practices and themselves with others because this
physical and virtual realities of their
enabled them to connect, converse

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and share this information with their
peers online. This was one of a number
of occasions when students achieved
a series of very complicated processes;
processes that would normally take
them up to five periods (250 minutes)
to complete were completed in only
one or two periods (up to 100 minutes).
During these occasions a buzz existed
in the classroom and students would
be out of their seat asking each other
for help, comparing notes and being
enthusiastically supportive to their
peers. The online medium also offered
alternatives which helped some students
avoid the face-to-face shyness and
awkwardness of other modes of sharing
such as exchanging physical sheets of
paper, moving into physical groups and
standing out the front of the classroom
presenting PowerPoint slides.
When discussing our networked
society, Bonk (2009, p. 327) asserts
that this new economy now includes
multiple voices and viewpoints that
can be raised, debated and extended,
based on personal experiences and
observations. But who helps to ready
our students for such an economy?
Figures 5 and 6 are screen clips from
the classroom Ning showing examples
of these multiple voices. These voices
provided supportive and constructive

peer feedback that continued to evolve
over time through the action research
cycle. The teacher/researcher believes
that she had far greater success with Figure 4: How I spend my time project – students collected their own data which they published
developing student voices online when communicated online.
comparing peer feedback with her

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face-to-face classroom. When using
student face-to-face feedback, often
students would quickly loose interest
in their peers’ work and provided little
if any constructive feedback; class time
given to this type of activity usually
led to students being distracted from
the task. Students in Figure 5 produced
‘supporting’ materials for their peers
and in return their peers provided
feedback to support improvement of
work, as can be seen in the number
of replies in the screen clip. The Ning

provided a mechanism for students
to share their skills and knowledge,
to help others, and hence not only
to become active in the teaching
and learning process but to become Figure 5: The number of peer replies to student made help videos varied depending on the
video topic and how long the video took to publish.
valued participants. Students became
increasingly aware of their online voices,
and their growth as digital citizens was
essential as the research progressed.
Figure 6 shows a screen clip of three
examples of peer feedback and some
initial peer assessment. For a student to
be able to provide this type of feedback
they must have an understanding of
the requirements of the task and what
their peer has done as well as how
their feedback will help their peer
achieve success. This type of assessment

was kept simple and students were
expected to give a high (H), medium
(M) or low (L) assessment to three of Figure 6: Students giving peers feedback and assessment.
their peers. Students generally found
it easy to understand the concept of;
a low, not complete and little effort;
high, complete and enjoyable to view; and wordy descriptions of assessment and students were able to learn from
medium, not high or low. This type expectations. The Ning social network each other using the open publishing
of assessment moved the teacher/ enabled student feedback and nature of the online social networking
researcher away from detailed rubrics assessment to be open but supportive system. Training students to critique and

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assess continued to be a challenging and and to see, in ways which could be group. This meant that one or two
evolving process. used as models for other students. interest-grabbing ideas would not be
• Students produced help tutorials to sufficient to sustain the process and
Conclusion support the learning of others and actually changing the way student
connected learning occurred; hence, the learning occurred in the classroom,
Building a shared framework for
class frame of thought moved past the using resources both physical and
learning was made possible by using
concept of ‘cheating’ and into a shared online, was essential. It was also essential
the action research cycle to develop
framework of learning. that the teacher gave ground to the
different ways for students to construct
students, learnt with the students and
and share their skills and knowledge. To monitor and participate in the Ning
learnt from the students.
This included using their phones to required an increase in the teacher’s
scan, take pictures and upload content. work time. As a partial counter-balance, There has been much research done
During one semester, there were more it was found that the teacher/researcher on teaching and learning in the
than 150 students sharing the one Ning successfully reduced her time spent traditional classroom. In the normal
and these students made more than on correction by implementing peer context of the classroom even the
forty online student directed groups and self-assessment with students and most experienced, sensitive teacher
where, within the normal school rules by making more effective use of her is unable to measure how students
of behaviour, they were able to express classroom observations. This led to a internalise and make sense of classroom
themselves freely. Students needed valuable triangulation of assessment activities (Collins O’Toole 2006,
support and scaffolding, not only to data. Reviewing many of the screen p. 609). Graham Nuthall’s research,
assist them in helping their peers in the clips collected in this study, one can as discussed by Collins and O’Toole,
learning process, but also to understand see the diversity of roles and activities shows that, what matters to teachers
and embed the wide range of Web 2.0 in which the students engaged. Initial is that they provided their students
tools. The teacher was also new to many analysis of the research data suggests with positive experiences, that there
of these practices and needed to work that by combining Web 2.0, face-to- was a good atmosphere in their classes,
with the students as partners in the face teaching and social media, where that students felt safe and successful in
learning process. students made online friends and used their learning activities, that personal
pseudonyms, has changed the way they difficulties could be worked out and
• tudents came with knowledge and
S
work, communicate and learn but as that life was happy and good for them
skills and were encouraged to use and
Hattie (2008, p. 240) reminds us, the and their students. Nuthall’s research
further develop these as well as to
beliefs and conceptions held by teachers challenges educators to value these but
share them.
need to be questioned – not because to also move to accepting responsibility
• ocial networking was used to enable
S for greater student understanding. This
they are wrong (or right) but because
students to become the resources for is fundamental to effective teaching
the essence of good teaching is that
their peers. and learning and the challenge is
teacher expectations and conceptions
• eer-to-peer feedback was set up
P must be subjected to debate, refutation to have students demonstrate their
so that each student had 3 peers to and investigation. It is of note that understanding in practice (Collins
provide feedback for improvement this research is of an extended process O’Toole 2006, p. 609). Social and
and assessment. where ‘engagement’ would not be participatory media allows more than
• ork was presented via a range of
W sufficient. It was not a trial of a ‘good just the teacher to be the judge of this
media and published, for all to share idea’ over a week or two, but lasting understanding of practice.
almost six months with each student

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References

Alvarez, MC (ed.) 2001, Developing Critical and Imaginative Thinking within electronic literacy, What adolescents deserve :
a commitment to students’ literacy learning, International Reading Association, Newark, Del.

Armstrong, F Moore, M 2004, ‘Action research: developing inclusive practice and transforming cultures’, in F
Armstrong M Moore (eds), Action research for inclusive education : changing places, changing practice, changing minds,
RoutledgeFalmer, London ; New York pp. 1-16.

onk, CJ 2009, The world is open : how Web technology is revolutionizing education, Jossey-Bass, San Francisco.
B

Collins, S O’Toole, V 2006, ‘The use of Nuthall’s unique methodology to better understand the realities of children’s
classroom experience’, Teaching and Teacher Education, vol. 22, pp. 592-611.

Fletcher, GH 2007, ‘Bloggers welcome here: social networking tools appear poised to enter the school system. It’s a
breakthrough long overdue.(commentary)’, T H E Journal (Technological Horizons In Education), vol. 34, no. 11, p. 8(1).

Glover, I Oliver, A 2008, ‘Hybridisation of Social Networking and Learning Environments’, in World Conference on
Educational Multimedia, Hypermedia and Telecommunications 2008, Vienna, Austria, pp. 4951-8.

Hahn, J 2008, ‘Born Digital: Understanding the First Generation of Digital Natives’, Library Journal, vol. 133, no. 13, p. 105.

Hattie, J 2008, Visible learning : a synthesis of meta-analyses relating to achievement, Routledge, London : New York.

acobsen, M 2010, ‘A Special Issue of the Canadian Journal of Learning and Technolgy on Knowledge Building’, Canadian
J
Journal of Learning Technology, vol. 36, no. 1, pp. 1-4.

uckin, R 2010, Re-designing learning contexts : technology-rich, learner-centred ecologies, Routledge, New York.
L

ason, R 2008, E-learning and social networking handbook : resources for higher education, Routledge, New York.
M

Nuthall, G 2007, The hidden lives of learners, New Zealand Council for Educational Research, Wellington, N.Z.

Scardamalia, M Bereiter, C 2006, ‘Knowledge Building: Theory, Pedagogy, and Technology’, in K Sawyer (ed.), The
Cambridge Handbook of the Learning Sciences, Cambridge University Press, New York, pp. 97-115.

Selwyn, N Loliver, M 2011, ‘Editorial’, Learning, Media and Technology, vol. 36, no. 1, pp. 1-3.

Thomas, D Brown, J, S 2011, A new Culture of Learning : Cultivating the Imagination for a World of Constant Change,
amazon.com, Charleston, USA.

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Creating Invitational Online Learning
From the field

Environments Using Art-Based
Learning Interventions [ ]

Effective online learning environments are inviting; infused with respect,
Arts-Based Learning
trust, intentionality, and optimism (Purkey, 2007). Arts-based learning Interventions
interventions like Reflective Poetry, Minute at the Movies Analysis, “Our The arts-based learning interventions
Community” Soap Scenes, and Theme Songs facilitate invitational online described include elements of literature,
classes. These inexpensive, adaptable interventions enhance learning drama, and music.
environments by encouraging human connections and creativity.
Reflective Poetry. Online learners
are invited to create poems that distill a
Online learning environments should (Calman, 2005), dialogue (Calman), complex or abstract course concept into
be inviting. Arts-based learning and engagement of affect (Mareno, a few carefully chosen words. Poems
interventions enhance human 2006). Perry, Edwards, Menzies, and provide unique avenues of expression
connections in online classrooms, and Janzen (2011) found APTs increased of emotion, feeling, and attitude. van
help create an invitational atmosphere quality of interactions, enhanced sense Manan (1990) noted that poems do
infused with respect, trust, intentionality, of community, furthered application not require a summary as they are the
and optimism (Purkey, 2007). Artistic of course content, and helped learners summary. In this way poems allow,
pedagogical technologies (APTs), establish group identity in online even force, writers to be concise and
learning strategies founded in the courses. precise. Creating a poem requires the
arts, (Perry Edwards. 2010) include poet to engage in reflection regarding
literary, visual, musical, or drama This report describes APTs that we
developed and used in online graduate the topic of the poem. Students
elements. The worth of the arts as share their poems with the class in a
teaching tools has been recognized in courses to create invitational learning
environments. Reflective Poetry, virtual poetry reading, and instructors
face-to-face education (Kleiman, 2008). invite comments furthering reflective
Paintings, photography, literature, poetry, Minute at the Movies Analysis, “Our
Community” Soap Scenes, and Course thinking.
music, and drama have contributed
positively to the in-person classroom Theme Songs are described. Analysis, We have trialled different types of
educational experience. Outcomes based on invitational theory, concludes poems; parallel, reflective, and Haiku.
include reflection, (Darbyshire, the article. With parallel poems instructors provide
1994) , safe learning environments, learners with a poem (written by the

Tags
invitational online learning environment, artistic pedagogical
technology, arts-based teaching, reflective poetry

Authors

Beth Perry, Faculty of Health Disciplines. Athabasca University [ +]
Katherine J. Janzen, Faculty of Health and Community Studies. Mount Royal University [ +]
Margaret Edwards, Faculty of Health Disciplines. Athabasca University [ +]

Languages

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62 eLearningPapers
From the field

instructor or selected from published
poetry) on a course theme. Students
are challenged to write a poem that
parallels the instructors’ poem in topic,
rhythm, form, and cadence. With
reflective poems instructors provide
students with a course theme and ask
them to create a poem of any style
related to their experience with this
theme. Another poetic intervention,
“Haiku it!,” invites students to condense
a course discussion or reading into
a Haiku—a poem of seventeen
syllables—in three lines of five, seven,
and five.

One student response to the “Haiku
it!” challenge condensed a discussion of Figure 1
organizational change:
In change fear lives large
No one knows what comes for them
Tomorrow quivers and style.YouTube offers instructors a individuals who are members of the
searchable library of movie trailers. imagined community. For example,
Minute at the Movies Analysis. if the graduate course was targeted at
This activity uses a video trailer from Movie clips introduce stories that grade school teachers learning about
a movie related to a course topic. may help students understand related collaboration, the community of
Students view the trailer and are theory. A movie story may teach characters created might include grade
provided questions that aid them in principles and theories, helping students school teachers, parents, students, and
their reflection regarding the actions gain both knowledge and attitudinal school administrators. Each community
of a movie character that illustrate shifts. Actors’ actions also provide member has a Facebook-like profile.
the topic. For example, in a course role-modelling. Using movie trailers (see Figure 1) The profiles are part of
on effective leadership students might provides manageable sized content for the course materials. Throughout the
be encouraged to review movie clips downloading, and the short highlights course, various community members
from Twelve Angry Men—a movie help to focus discussion around specific are featured in scenarios that illustrate
demonstrating influence as one man’s stories/theories. course concepts or create a storyline
“leadership” causes the opinion of a to stimulate class discussion. The often
whole room of people to change, or “Our Community” Soap Scenes.
melodramatic nature of scenarios
Dead Poet’s Society where one teacher- This learning intervention combines
reflects the title of the learning activity
leader demonstrates various leadership the drama of soap opera scenarios
“soap scenes.”
strategies with a group at a boys’ school. with Facebook-like profiles of
These clips provide starting points created characters. The instructor As the course proceeds and community
for discussion of leadership approach creates profiles of approximately 10 members are integrated into class

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From the field

discussions, students begin to regard Conclusions class colleagues, the sense of trust and
the fictitious community members respect is heightened.
Learning environments affect student
as part of the course and refer to
learning (Haigh, 2008). Arts-based 2. Group optimism gives rise to a sense
their actions and attributes in other
learning interventions may help create that anything is possible. This optimism
course discussions. Students may
invitational learning environments, is fueled by success. With APTs students
create additional member profiles, and
infused with trust, respect, optimism, are told there are no right or wrong
blank profile templates are provided
and intentionality (Purkey, 2007). Trust answers; all participation is embraced
to facilitate this. Some students create
recognizes humans as interdependent. as valuable. Diversity and creativity
self-profiles adding themselves to the
Respect recognizes people are able, are encouraged. The class community
community.
valuable, and responsible. Optimism gradually develops optimism
Course Theme Song. Using course focuses on the limitlessness of human (evidenced as confidence) that furthers
theme songs adds music to online potential; intentionality recognizes that participation and individual and
courses. Music evokes emotion, and a deliberate actions are required to create collective learning.
theme song (used strategically during invitational environments (2007).
the course) may provide learners with 3. Utilizing APTs, online course
Why do the APTs of Reflective designers/instructors can easily,
a community-building commonality. A
Poetry, Minute at the Movies Analysis, inexpensively, and intentionally
link to the theme song can be offered
“Our Community” Soap Scenes, and take action to enhance learning
at the beginning or end of course units
Theme Songs positively influence the environments. APTs do not require
and/or at challenging junctures as a
invitational nature of the classroom? We additional software or programming.
means of motivation and focus.
propose the following: APTs can be adapted for multiple
Choosing an appropriate theme course topics, cultures, and teaching and
1. Before trust and respect can be
song is difficult as people appreciate learning styles.
established participants must become
different genres of music. Avoiding
acquainted. Sharing self-authored
potentially distracting or offensive lyrics
poems, and movie choices and insights
is important. Up-tempo, instrumental
reveals personal qualities, values,
songs are safer choices. Online open
biases, and priorities. APTs provide an
source (royalty free) databases of
acceptable avenue for self-disclosure
music such as www.jamendo.com are
that allows familiarity to be enhanced.
available. Alternatively, students may
People get to know one another.
choose the theme song which can be
As students take risks, participate
a team-building activity. A theme song
in challenging activities, expose
used in an online graduate course is
vulnerabilities and emotions, and find
“Destiny” available at http://www.
sharing received non-judgementally by
jamendo.com/en/track/702401.

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References

Calman, K.C. (2005). The arts and humanities in health and medicine. Public Health, 119, 958-9.

Darbyshire, P (1994). Understanding caring through arts and humanities: A medical/nursing humanities approach to
.
promoting alternative experiences of thinking and learning. Journal of Advanced Nursing, 19, 856-863.

Kind, P Destiny. The Fallen Angel, retrieved October 14, 2011 from
.
http://www.jamendo.com/en/track/702401

Haigh, M. (2008). Coloring in the emotional language of place. Journal of Invitational Theory and Practice, 14, 25-40.

Kleiman, P (2008). Towards transformation: conceptions of creativity in higher education. Innovations in Education and
.
Teaching International, 45(3), 209-217.

Mareno, N. A. (2006). A nursing course with the great masters. Nursing Education Perspectives, 27(4), 182-183.

Perry, B., Edwards, M. (2010). Creating a culture of community in the online classroom using artistic pedagogical
technologies. Using Emerging Technologies in Distance Education. G. Veletsianos (Ed.). Edmonton, AB: AU Press.

Perry, B., Edwards, M., Menzies, C., Janzen, K. (2011). Using Invitational Theory to Understand the Effectiveness of
Artistic Pedagogical Technologies in Creating an Invitational Classroom in the Online Educational Milieu. Proceedings of the
6th International Conference on e-Learning (ICEL), Kelowna, BC, June 27-28.

Purkey, W. W. (2007). An introduction to invitational theory, retrieved October 15, 2011 from
www.invitationaleducation.net/ie/ie_intro2.htm

an Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, ON:
v
Althouse.

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Papers


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