The Metis ILDE integrates a number of learning designs tools that enable the creation of multiple types of artefacts or solutions (patterns, course maps, activities, implementations, etc.)
The environment includes now a new feature enabling the management of diverse versions of the artefacts, following a “learning design family” metaphor. The scenarios supported by the feature include:
- Teachers reuse a design the following academic years with minor adaptations. It would be interesting for the teachers to keep track of the “design’s life” across time.
- New teachers reuse previously existing designs for their new subjects with their particular adaptations. It would be interesting to keep track of the designs across time.
- A design is co-outlined by teacher teams and later refined by each teacher for their particular group of students. It would be nice to keep track of the original design and the multiple variations.
- When teacher views a design of her/his interest (for potential reuse), she/he would like to know if there are variations of the same (similar) design
- Some teachers don’t feel comfortable modifying an existing design (even if they have been invited as co-editors) and prefer working on a “duplication” of the design.
The design of the feature has been presented the 8th of April 2014 at the Networked Learning Conference in Edinburg, as part of the symposium “Building Co-design Strategies in Higher Education Using Technology-Enhanced Learning Scenarios.”
Chacón, J., Hernández-Leo, D., Learning design family tree to back reuse and cooperation, In: Proceedings of the 9th International Conference on Networked Learning, NCL 2014, Edinburg, UK, April 2014, pp. 510-517.
A “learning design family” is defined as a collection of learning designs which weren’t started from scratch but by replicating (or duplicating) a particular existing learning design. The model, and its visualization, has been implemented as a new feature in the LdShake teacher-community platform, as part of the Metis Integrated Learning Design Environment (ILDE). The development of the feature consists of two main modules: one devoted to the management of the family-related LdS and another focused on their visualization.
This first implementation of both the model and its visualization has enabled the collection of the first feedback from experts. The evaluation was carried out online. 11 experts responded to our invitation to try the feature completing a set of tasks and an on-line questionnaire. The results are described in the paper.
In short, their opinions indicate that the feature is interesting and could significantly address relevant learning design and co-design situations. They used the feature satisfactorily but also pointed out several suggestions to improve its usability and enhance its potential utility. The suggestions are being considered in a second iteration of the model and its implementation, which will be used by teachers in the second round of Metis workshops.
(To appear soon in the forthcoming Metis newsletter)