DOAJ (DOAJ: Directory of Open Access Journals), Feb 1, 2020
Learning design has many approaches which on one hand can be very instructive or on the other han... more Learning design has many approaches which on one hand can be very instructive or on the other hand can be more of a collaborative process. This article takes the collaborative approach and look into the factors collaboration and communication from an interdisciplinary approach to learning design. It is found that two of the most important factors when designing for learning in a interdisciplinary and collaborative design approach is communication (dialogue, conversation, or negation of meaning). The article also touches upon the action learning approach as a way of thinking the learning design methodology, because it is important to use the collaborative approach as a learning process where the participants act upon their ideas and in a iterative process redesign and rethink the learning design. The article is based on experiences from several projects, where this collaborative learning design approach has been tried out, and latest in an interdisciplinary case study.
Journal on Systemics, Cybernetics and Informatics, 2019
This article presents research done in an interdisciplinary educational context at VIA University... more This article presents research done in an interdisciplinary educational context at VIA University College in Denmark. The research is based on a learning design approach for the design of digitally mediated learning to be integrated in educators’ teaching practice. Action learning and action research sustain the learning design methodological approach. The authors have focused on the factors that influence the educator’s and the developer’s engagement and creativity in participating in a learning design process and development of digitally mediated learning materials. The authors will reflect upon the interdisciplinary interactions that materialize in/engender a joint research agenda, where researchers from different domains collaborate with educators and developers across VIA. Furthermore, reflections are offered on what has been learnt during the research process in relation to investigating the learning design process in an interdisciplinary educational context. Insights into whi...
, has been designing digitally supported teaching within diploma programmes and tailor-made cours... more , has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended learning and are characterised by a short time cycle of design, delivery and completion. Despite a recent addition of learning design expertise to the organisation, there is a predominant tendency in design processes to focus on the technical setup, the content and the participants, and very little on the role of the teachers. The teachers' role is challenged by a number of issues in relation to the growing use of blended and online learning, e.g. the task of facilitating the learning processes of the participants in new ways; a higher degree of exposure as the teacher often becomes the sole point of contact in online environments; communication skills needed to facilitate dialogue and collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-creation of new learning designs require skills which many lecturers do not have when they enter the design team for the first time, among others skills to articulate their pedagogical principles and technological imagination. Over time, we in our roles as learning designers in the School of Continuing Education have developed, tested and refined a technique for user involvement in the design work, and teachers now work with our professional learning designer and course producer on redesigning courses or creating new module or courses. In these collaborative design processes, we have identified a number of challenges, which will be dealt with in our paper.
This deliverable reports on the work undertaken in Work Package 2 (WP2) in the EATrain2 project d... more This deliverable reports on the work undertaken in Work Package 2 (WP2) in the EATrain2 project during 2009. The key objective of WP2 has been to develop a learning methodology for web 2.0 mediated Enterprise Architecture (EA) learning building on a problem based learning (PBL) approach. The methodology in question is based on a user oriented design-tradition which attaches great importance to cultural and contextual issues in relation to teaching and educational activities. Therefore, it builds on a collaborative, iterative design oriented approach, where the partners have been actively involved in the development of concrete practices and learning designs. Consequently, in the work of WP2, and in this deliverable, attention has been paid to the following issues in particular: The notion of a learning methodology and the alignment between PBL and the ontology developed in WP1. Active problem based learning approaches. What does active and problem based learning entail; and how is problem based learning implemented into existing educational models? Web 2.0 technologies and practices-which questions do we need to address in order to design for web 2.0 learning? This work has resulted in a number of specific results and/or products: Learning Methodology, Design workshop, and Design Framework: The main outcomes of the work in WP2 are a learning methodology and a design framework which can guide and support practitioners in developing courses adopting an active, problem based learning approach capitalising on web 2.0 technologies. The learning methodology and design framework therefore encompass a number of design activities and resources. One key activity has been the planning and running of a design workshop during a project meeting in Vienna based on the CoED method (Collaborative E-learning Design Method). The CoED method has successfully been used a number of times in relation to helping practitioners develop online or blended learning courses (Georgsen & Nyvang 2007).
... Vision Development: The Communication Perspective Iskra Dukovska-Popovska LillianBuus Jens O.... more ... Vision Development: The Communication Perspective Iskra Dukovska-Popovska LillianBuus Jens O. Riis 1. Introduction The communication perspective on Manufacturing Vision Development (MVD) is important, because of wide participation of ...
DOAJ (DOAJ: Directory of Open Access Journals), Feb 1, 2020
Learning design has many approaches which on one hand can be very instructive or on the other han... more Learning design has many approaches which on one hand can be very instructive or on the other hand can be more of a collaborative process. This article takes the collaborative approach and look into the factors collaboration and communication from an interdisciplinary approach to learning design. It is found that two of the most important factors when designing for learning in a interdisciplinary and collaborative design approach is communication (dialogue, conversation, or negation of meaning). The article also touches upon the action learning approach as a way of thinking the learning design methodology, because it is important to use the collaborative approach as a learning process where the participants act upon their ideas and in a iterative process redesign and rethink the learning design. The article is based on experiences from several projects, where this collaborative learning design approach has been tried out, and latest in an interdisciplinary case study.
Journal on Systemics, Cybernetics and Informatics, 2019
This article presents research done in an interdisciplinary educational context at VIA University... more This article presents research done in an interdisciplinary educational context at VIA University College in Denmark. The research is based on a learning design approach for the design of digitally mediated learning to be integrated in educators’ teaching practice. Action learning and action research sustain the learning design methodological approach. The authors have focused on the factors that influence the educator’s and the developer’s engagement and creativity in participating in a learning design process and development of digitally mediated learning materials. The authors will reflect upon the interdisciplinary interactions that materialize in/engender a joint research agenda, where researchers from different domains collaborate with educators and developers across VIA. Furthermore, reflections are offered on what has been learnt during the research process in relation to investigating the learning design process in an interdisciplinary educational context. Insights into whi...
, has been designing digitally supported teaching within diploma programmes and tailor-made cours... more , has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended learning and are characterised by a short time cycle of design, delivery and completion. Despite a recent addition of learning design expertise to the organisation, there is a predominant tendency in design processes to focus on the technical setup, the content and the participants, and very little on the role of the teachers. The teachers' role is challenged by a number of issues in relation to the growing use of blended and online learning, e.g. the task of facilitating the learning processes of the participants in new ways; a higher degree of exposure as the teacher often becomes the sole point of contact in online environments; communication skills needed to facilitate dialogue and collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-creation of new learning designs require skills which many lecturers do not have when they enter the design team for the first time, among others skills to articulate their pedagogical principles and technological imagination. Over time, we in our roles as learning designers in the School of Continuing Education have developed, tested and refined a technique for user involvement in the design work, and teachers now work with our professional learning designer and course producer on redesigning courses or creating new module or courses. In these collaborative design processes, we have identified a number of challenges, which will be dealt with in our paper.
This deliverable reports on the work undertaken in Work Package 2 (WP2) in the EATrain2 project d... more This deliverable reports on the work undertaken in Work Package 2 (WP2) in the EATrain2 project during 2009. The key objective of WP2 has been to develop a learning methodology for web 2.0 mediated Enterprise Architecture (EA) learning building on a problem based learning (PBL) approach. The methodology in question is based on a user oriented design-tradition which attaches great importance to cultural and contextual issues in relation to teaching and educational activities. Therefore, it builds on a collaborative, iterative design oriented approach, where the partners have been actively involved in the development of concrete practices and learning designs. Consequently, in the work of WP2, and in this deliverable, attention has been paid to the following issues in particular: The notion of a learning methodology and the alignment between PBL and the ontology developed in WP1. Active problem based learning approaches. What does active and problem based learning entail; and how is problem based learning implemented into existing educational models? Web 2.0 technologies and practices-which questions do we need to address in order to design for web 2.0 learning? This work has resulted in a number of specific results and/or products: Learning Methodology, Design workshop, and Design Framework: The main outcomes of the work in WP2 are a learning methodology and a design framework which can guide and support practitioners in developing courses adopting an active, problem based learning approach capitalising on web 2.0 technologies. The learning methodology and design framework therefore encompass a number of design activities and resources. One key activity has been the planning and running of a design workshop during a project meeting in Vienna based on the CoED method (Collaborative E-learning Design Method). The CoED method has successfully been used a number of times in relation to helping practitioners develop online or blended learning courses (Georgsen & Nyvang 2007).
... Vision Development: The Communication Perspective Iskra Dukovska-Popovska LillianBuus Jens O.... more ... Vision Development: The Communication Perspective Iskra Dukovska-Popovska LillianBuus Jens O. Riis 1. Introduction The communication perspective on Manufacturing Vision Development (MVD) is important, because of wide participation of ...
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