TY - ABST
T1 - Shared course designs in digital learning platforms affordance and patterns of design
T2 - iARTEM Conference, Lisbon
AU - Gissel, Stig Toke
AU - Slot, Marie Falkesgaard
AU - Graf, Stefan Ting
N1 - Conference code: 14
PY - 2017
Y1 - 2017
N2 - With the nationwide implementation of learning platforms (LMS) in the Danish public school, teachers’ course designs have become shared and visible overnight. The platform designs offer similar yet different affordances vis-a-vis both course design and sharing functions that invite teachers to view, share, re-use and remix course designs and eventually collaborate on them. The sharing can be done individually, within the particular school, school district or nationwide – depending on both the platform and teachers’ preferences. Hence, the digital platforms give us a unique opportunity to study teachers’ course designs and use of learning resources. Depending on the policy of the local school authority teachers are ‘encouraged’ to design and share courses in the platform and thus to explicate learning goals, activity sequences, learning resources, and assessments of student work (Binkley et al. 2012; Bures et al. 2013). We are interested in exploring if the course design practices in the platforms with their affordances favour task designs that aim at the training of skills rather than studentcentered, inquiry-based or knowledge constructing learning. Furthermore, we aim at characterizing practices concerning design of student tasks and use of learning resources in the platforms. Our research question is: What characterizes teacher’s course design in the digital learning platforms, i.e. the didactic principles and theories of learning underlying the course design, setting of learning goals, design of student tasks, and selection of content and use of learning resources? We present the results of our analysis of the 100 nationwide most shared course designs across subjects within three different platforms. In our analysis, we draw on theory of teaching (Graf 2017), theory of learning resources (Hansen/Gissel 2017), the concept of affordance (Gibson 1979) and previous empirical studies on teaching, task design, and the use of educational resources (Hansen/Bundsgaard 2016; Hansen, Bremholm & Slot 2017).
AB - With the nationwide implementation of learning platforms (LMS) in the Danish public school, teachers’ course designs have become shared and visible overnight. The platform designs offer similar yet different affordances vis-a-vis both course design and sharing functions that invite teachers to view, share, re-use and remix course designs and eventually collaborate on them. The sharing can be done individually, within the particular school, school district or nationwide – depending on both the platform and teachers’ preferences. Hence, the digital platforms give us a unique opportunity to study teachers’ course designs and use of learning resources. Depending on the policy of the local school authority teachers are ‘encouraged’ to design and share courses in the platform and thus to explicate learning goals, activity sequences, learning resources, and assessments of student work (Binkley et al. 2012; Bures et al. 2013). We are interested in exploring if the course design practices in the platforms with their affordances favour task designs that aim at the training of skills rather than studentcentered, inquiry-based or knowledge constructing learning. Furthermore, we aim at characterizing practices concerning design of student tasks and use of learning resources in the platforms. Our research question is: What characterizes teacher’s course design in the digital learning platforms, i.e. the didactic principles and theories of learning underlying the course design, setting of learning goals, design of student tasks, and selection of content and use of learning resources? We present the results of our analysis of the 100 nationwide most shared course designs across subjects within three different platforms. In our analysis, we draw on theory of teaching (Graf 2017), theory of learning resources (Hansen/Gissel 2017), the concept of affordance (Gibson 1979) and previous empirical studies on teaching, task design, and the use of educational resources (Hansen/Bundsgaard 2016; Hansen, Bremholm & Slot 2017).
M3 - Abstrakt
ER -