期刊
COMPUTER SCIENCE AND INFORMATION SYSTEMS
卷 11, 期 1, 页码 419-442出版社
COMSIS CONSORTIUM
DOI: 10.2298/CSIS121204015L
关键词
digital learning ecosystems; pedagogy-driven design
资金
- Estonian Ministry of Education and Research [0130159s08]
In most cases, the traditional Web-based learning management systems (e.g. Mood le, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The 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 propose a conceptual and process model for pedagogy-driven design of online learning environments and illustrate it with a case study on development and implementation process of a digital learning ecosystem based on Dippler platform. We also describe the pedagogical foundation of Dippler that was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据