This document discusses the design of pedagogical scenarios for one-to-one computing in bring your own device (BYOD) classrooms. It aims to develop a methodological framework for designing such scenarios and contribute to defining software requirements. The research involved developing a tool called LePlanner through participatory design with teachers. Feedback was gathered from teachers and the tool was iteratively improved based on their input. A conceptual model for pedagogical scenarios was also validated through further participatory design experiments.

1. Designing pedagogical
scenarios
for one-to-one computing
in BYOD classrooms
Marina Kurvits

2. Contex and background
● The Estonian Lifelong Learning Strategy 2020 - Muutunud õpikäsitus
(The change in the approach to learning)
● HOW?

3. Contex and background
● Gaining attention.
● Informing learners of the objectives.
● Stimulating recall of prior learning.
● Presentation of content.
● Provide “learning guidance”.
● Elicit performance/practice.
● Provide feedback.
● Assess performance.
● Enhance retention.
● Generalization to new situation
Robert M. Gagne (1916 - 2002)

4. Goals
● Development of methodological framework for designing pedagogical
scenarios
● Contribute to defining software requirements in pedagogy-driven software
engineering on next-generation digital learning tools

5. Quastions
● How can innovative teaching practices, methods and approaches be described
and adopted by other teachers?
● What kind of conditions provide understanding of scenario by another teacher?
● How can display an innovation of teaching practices, methods and approaches?

6. Research design and methods
1. The theoretical
framework for
pedagogical
scenario
2. Participatory design
3. Evaluation
1. LePlanner
development
2. Participatory design
3. Feedback
Contextual inquiry design
and development prototype Design and development
LePlanner
LePlanner redesign
1.Updated framework
for pedagogical
scenario
3. Generic model of tool
for creating pedagogical
scenario
2.Participatory
action research

9. Classification of the tools
Two key dimensions: the way of representing the scenario (either an unstructured narrative, or a visual, structured
view of the scenario); and the purpose of the tool from the perspective of its scenario (a learning scenario as
guidance for students that directs and supports learning, or a pedagogical scenario that guides and support
teachers in their creation and sharing of innovative practices).

10. Creating of the scenario with sticker and Google Drawing
disadvantages and opportunities (75 educational technologists and teachers)
First iteration: contextual inquiry design and development of tool for creating and sharing learning scenarios
Article “Analysis of Tools and Methods for Describing and Sharing Reusable Pedagogical Scenarios”

11. Second iteration: designing and developing software prototype, that enables creating and sharing of learning
scenarios, making it possible for best teaching practises to spread.
Creative Classroom
25 teachers
50 learning scenarios
Feedback from teachers

12. Second iteration: designing and developing software prototype, that enables creating and sharing of learning
scenarios, making it possible for best teaching practises to spread.
● heuristic evaluation of LePlanner by experts and practicitioners,
● analysis of scenarios created by Creative Classroom teachers, plus observations of implementation of
these scenarios, resulting with conceptual model of pedagogical scenarios
● validating the conceptual model through participatory design experiments on designing and
implementing templates for innovative learning scenarios

13. Second iteration: designing and developing software prototype, that enables creating and sharing of learning
scenarios, making it possible for best teaching practises to spread.
* värvid (tunnisisene tegevus sinine, tunniväline/muu
roheline)
* kirjelduse kast on kliki peal suurem redigeerimisvaates (võib
kasutada ka reavahetusi, lingid kuvatakse hiljem lingina)
* ajajoone vaates joonistamine uuendatud
* ajajoone vaates saab suumida, kasutades Z tähte klaviatuuril
või topeltklikkajajoonel
* materjalile saab lisada mitu esitlusteenust (conveyor)
* materjalile saab lisada mitu display'd
* display loend täienes uute valikutega
* õpetaja poolel ei ole enam kaasautorluse tasemeid

14. Third iteration: Generic model of tool for creating pedagogical scenario