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Sharing and co-editing  learning design solutions Davinia Hernández-Leo, Miguel A. Carralero, Jonathan Chacón, Mar Pérez-Sanagustín, Mar Carrió, Josep Blat GTI, Universitat Pompeu Fabra, Barcelona, Spain Contact: davinia.hernandez@upf.edu Oxford, 13 July 2010 European LAMS & Learning Design Conference Please cite as: Hernández-Leo, D., Carralero, M.A., Chacón, J., Pérez-Sanagustín, M., Carrió, M., Blat, J.,  Sharing and co-editing learning  design solutions , European LAMS & Learning Design Conference, Oxford, UK, 15-16 July 2010, pp. 20-23 (Abstract available at http://lams2010.lamsfoundation.org/abstract.htm#a9)
Challenge ,[object Object],[object Object],Being tackled by several projects from different perspectives…
Existing approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Challenge ,[object Object],[object Object],Repositories Social networks Editors Authoring Sharing Only partial solutions for the collaborative creation of designs
LdShake ,[object Object],[object Object]
 
 
… … … ,[object Object],…
 
Application case ,[object Object],[object Object],[object Object]
 
Currently working on… ,[object Object],[object Object],[object Object]
Some characteristics when compared with related work ,[object Object],[object Object],[object Object],[object Object]
Future work ,[object Object],[object Object],[object Object],[object Object]
Many thanks!!! Contact: davinia.hernandez@upf.edu This work has been partially funded by a  Generalitat de Catalunya  project for Enhancing Teaching Quality (2008MQD 00069) and the Spanish Ministry of Science and Innovation Learn3 project (TIN2008-05163/TSI).

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Ldshake@lams2010

  • 1. Sharing and co-editing learning design solutions Davinia Hernández-Leo, Miguel A. Carralero, Jonathan Chacón, Mar Pérez-Sanagustín, Mar Carrió, Josep Blat GTI, Universitat Pompeu Fabra, Barcelona, Spain Contact: davinia.hernandez@upf.edu Oxford, 13 July 2010 European LAMS & Learning Design Conference Please cite as: Hernández-Leo, D., Carralero, M.A., Chacón, J., Pérez-Sanagustín, M., Carrió, M., Blat, J., Sharing and co-editing learning design solutions , European LAMS & Learning Design Conference, Oxford, UK, 15-16 July 2010, pp. 20-23 (Abstract available at http://lams2010.lamsfoundation.org/abstract.htm#a9)
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  • 15. Many thanks!!! Contact: davinia.hernandez@upf.edu This work has been partially funded by a Generalitat de Catalunya project for Enhancing Teaching Quality (2008MQD 00069) and the Spanish Ministry of Science and Innovation Learn3 project (TIN2008-05163/TSI).

Editor's Notes

  1. Sharing educational design ideas and cooperation between teachers and learning designers in the creation of new solutions (Hernández-Leo et al., 2007) is a challenge currently being tackled by several projects from different perspectives.
  2. . Glow (2010) and Agrega (Sarasa, 2009) are two important large-scale digital repositories devoted to sharing educational resources. Besides, there are approaches focused on supporting the sharing of learning designs, which go beyond educational content and include the definition of activities flows. The AUTC project (2003) established a portal gathering the learning designs resulting from the project. LAMS (2010) has also made available a central repository that facilitates the sharing of LAMS sequences. Elferink et al. (2007) developed a distributed repository specifically dedicated to activities compliant with the IMS Learning Design specification. Moreover, there are tools that exploit the potential of the Web2.0 to support social networking in the sharing of learning designs (Conole et al., 2008).
  3. While all these approaches provide relevant products that support sharing of resources, they do not present facilities for the collaborative creation of learning designs.
  4. In this abstract we introduce LdShake, a web 2.0 tool for the social sharing and co-edition of learning design solutions. Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working in its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
  5. Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working in its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
  6. Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working on its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
  7. Designers (LdShakers) can create and share learning designs with other LdShakers using different access rights so that they can read, comment or co-edit the designs. Therefore, each design solution has associated a group of LdShakers able of working on its definition, and a group of LdShakers that can only see the design. The designs can be also directly shared with all the members of the LdShake community, or published so that they can be publicly accessed through a URL.
  8. LdShake has been used in the context of the Biology and Medicine studies at the Universitat Pompeu Fabra (see Figure 1) where teams of teachers are required to work together in the design of problem-based learning solutions. The resulting designs are used in a course where students are expected to integrate the knowledge and skills developed in previous courses (Carrió et al., 2010).