Pedagogy-Driven design of digital learning ecosystems: the case study of dippler

Authors:
Mart Laanpere;Kai Pata;Peeter Normak;Hans Põldoja
Affiliations:
Institute of Informatics, Tallinn University, Tallinn, Estonia;Institute of Informatics, Tallinn University, Tallinn, Estonia;Institute of Informatics, Tallinn University, Tallinn, Estonia;Institute of Informatics, Tallinn University, Tallinn, Estonia
Venue:
ICWL'12 Proceedings of the 11th international conference on Advances in Web-Based Learning
Year:
2012

Citing 8
Cited 1

A Mathematical Theory of Design: Foundations, Algorithms and Applications

A Mathematical Theory of Design: Foundations, Algorithms and Applications
The Second Thoughts about Pedagogical Neutrality of LMS

ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Learning Objects and Standards: Pedagogical Neutrality and Engagement

ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Digital Learning Ecosystems: Authoring, Collaboration, Immersion and Mobility

ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Evaluating Pedagogy-Driven Design of IVA LMS with Activity Pattern Analysis

ICWL '009 Proceedings of the 8th International Conference on Advances in Web Based Learning
Design of web-based collaborative learning environments. Translating the pedagogical learning principles to human computer interface

Computers & Education - Collaborative learning environments
Learning flow management and semantic data exchange between blog-based personal learning environments

USAB'10 Proceedings of the 6th international conference on HCI in work and learning, life and leisure: workgroup human-computer interaction and usability engineering
Designing the competence-driven teacher accreditation

ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning

Facilitation of sustainability through appropriation-enabling design

Proceedings of the International Conference on Multimedia, Interaction, Design and Innovation

Quantified Score

Hi-index	0.00

Visualization

Abstract

In most cases, the traditional Web-based learning management systems (e.g. Moodle, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The authors and proponents of such systems have claimed that this kind of inherent "pedagogical neutrality" is a desirable characteristic for a LMS, as it allows teachers to implement various pedagogical approaches. This study is based on an opposite approach, arguing for designing next-generation online learning platforms --- so called digital learning ecosystems --- with built-in affordances, which promote and enforce desirable pedagogical beliefs, strategies and learning activity patterns while suppressing others. We describe the pedagogy-driven design, development and implementation process of a digital learning ecosystem based on Dippler platform, which was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design models.