This document summarizes a research project that aims to study students' participation in co-designing learning scenarios with teachers. The researchers propose a model for analyzing co-design processes involving students and teachers. They will engage students and teachers in co-designing learning scenarios using workshops and iterative testing. Data collection will examine the roles, stages, and effects of co-design on perceptions of learning and teaching from multiple perspectives. The goal is to advance understanding of participatory learning design methods in higher education.
This document introduces Luke Schalki and provides information about his interests, activities, where he lives, and his goals for the future. It states that Luke enjoys playing soccer, basketball, and football and likes to hang out with friends. He wants to go to college and own his own sports store one day. The document emphasizes that Luke is a hard worker, cares about his grades in school, and will do what it takes to be successful in life.
Pupils from several European schools will participate in a month-long eTwinning project about November. They will communicate online to exchange materials about weather, landscapes, traditions, foods and daily life in November in their countries. The goals are to improve communication skills using technology, encourage cultural awareness and enhance social skills like cooperation. Over four weeks, they will share photos, reports and stories about November and do final presentations and evaluations of the project.
Michael Vogel lives just outside of Philadelphia, Pennsylvania. He enjoys leading others and taking risks, but also likes helping people and working in groups. Some of his strengths include sports, problem-solving, learning new things efficiently, and being independent. His passions are music, cars, clothes, shoes, sports like snowboarding and animals. While ambitious and talented at snowboarding, computers, and sports, he does not want to worry or work somewhere he does not enjoy.
This document summarizes a research project that aims to study students' participation in co-designing learning scenarios with teachers. The researchers propose a model for analyzing co-design processes involving students and teachers. They will engage students and teachers in co-designing learning scenarios using workshops and iterative testing. Data collection will examine the roles, stages, and effects of co-design on perceptions of learning and teaching from multiple perspectives. The goal is to advance understanding of participatory learning design methods in higher education.
This document introduces Luke Schalki and provides information about his interests, activities, where he lives, and his goals for the future. It states that Luke enjoys playing soccer, basketball, and football and likes to hang out with friends. He wants to go to college and own his own sports store one day. The document emphasizes that Luke is a hard worker, cares about his grades in school, and will do what it takes to be successful in life.
Pupils from several European schools will participate in a month-long eTwinning project about November. They will communicate online to exchange materials about weather, landscapes, traditions, foods and daily life in November in their countries. The goals are to improve communication skills using technology, encourage cultural awareness and enhance social skills like cooperation. Over four weeks, they will share photos, reports and stories about November and do final presentations and evaluations of the project.
Michael Vogel lives just outside of Philadelphia, Pennsylvania. He enjoys leading others and taking risks, but also likes helping people and working in groups. Some of his strengths include sports, problem-solving, learning new things efficiently, and being independent. His passions are music, cars, clothes, shoes, sports like snowboarding and animals. While ambitious and talented at snowboarding, computers, and sports, he does not want to worry or work somewhere he does not enjoy.
This document summarizes research on involving university students in co-designing learning scenarios. It describes three approaches to student participation - student engagement, student voice, and students as producers. While literature supports shared responsibility between teachers and students, concrete examples are limited. The document outlines a research project to develop, apply, assess, and document a co-design method with teachers and students. It reviews evidence on student participation and factors that influence co-design processes.
El documento describe un proyecto de investigación que involucra a estudiantes, profesores e investigadores en el co-diseño de escenarios de aprendizaje basados en principios de aprendizaje indagativo y tecnologías educativas. El proyecto busca entender cómo contribuye la voz del estudiante al proceso de co-diseño y qué beneficios obtienen los estudiantes de participar. Los resultados muestran que los procesos de co-diseño promueven la reflexión de los estudiantes sobre sus roles y el aprendizaje,
Este documento presenta los resultados de la primera fase del proyecto Design2Learn, cuyo objetivo es diseñar escenarios de aprendizaje basados en la indagación con apoyo tecnológico. En la primera fase, investigadores trabajaron con 6 profesores en talleres para introducir conceptos de co-diseño y diseñar escenarios de aprendizaje. Como ejemplo, se describe un escenario para una asignatura de ingeniería biomédica que involucra a los estudiantes analizando problemas en grupos y luego recombinándose en nuevos
LA PARTICIPACIÓN DE LOS ESTUDIANTES EN EL DISEÑO DE ESCENARIOS DE APRENDIZAJEmusart
Presentación oral sobre el rol del estudiante en el diseño de escenarios de aprendizaje, en el marco del CIDUI 2014, por parte de Ingrid Noguera, y en representación del proyecto de investigación Design2Learn.
Analyzing university students’ participation in the co-design of learning sce...musart
The document summarizes a research project that analyzes university students' participation in co-designing learning scenarios. The project aims to study developing more authentic and learner-focused scenarios through a collaborative design process between students and teachers. The research uses a design-based methodology involving multiple iterative design cycles. Preliminary results found that configuration of co-design groups, task structure, and balancing structure with emergence are important factors. Ensuring participant comfort with roles and confronting student-teacher perspectives also impacted the critical issues in the co-design process.
Este documento presenta los resultados de la primera fase de un proyecto que tiene como objetivo diseñar escenarios de aprendizaje basados en la indagación con apoyo tecnológico. En la primera fase, investigadores y profesores trabajaron juntos en talleres para introducir la metodología de co-diseño y para identificar elementos que determinan una buena práctica docente. Luego, diseñaron diferentes escenarios de aprendizaje, incluyendo uno para una asignatura de ingeniería biomédica donde los estudiantes investigarían
This document summarizes a research project that uses a design-based research methodology to study the co-design of learning scenarios in higher education. The project brings together teachers, students, and researchers from multiple universities to collaboratively design learning scenarios based on inquiry-based learning principles and supported by technology. Over the course of several phases, the participants will engage in iterative co-design cycles to develop learning scenarios for various contexts. They will use design tools and conceptual artifacts to facilitate the process and represent practices. The expected results include guidelines for implementing inquiry-based learning models, a description of the co-design method, innovative learning scenarios, and tools to support design processes and products.
The document outlines a research project that aims to develop a personal learning environment (PLE) tool to support self-directed lifelong learning. It describes the 6 phases of the project: 1) literature review on PLEs, 2) needs analysis via surveys and interviews, 3) pedagogical design of the framework, 4) functional design of the tool's features, 5) interface design, and 6) pilot testing. The goal is to create a flexible, customizable PLE that integrates information management, planning, knowledge building, social connection, and self-reflection features to encourage independent, social, and meaningful learning.
Confidence Level Explicitation in collaborative SGmusart
Presentation of the paper by Mireia Usart, Margarida Romero and Esteve Almirall included in the SGDA 2011 Lisbon conference on Serious Games proceedings.
The document discusses time perspective and its relationship to learning in serious games and game-based learning environments. It defines time perspective as how individuals view the past, present and future. Previous research found that a balanced time perspective and stronger future time perspective can lead to higher academic achievement and motivation. The document aims to study how students' time perspectives influence collaborative learning processes and performance in serious games. It hypothesizes that students with similar time perspectives may perform better and learn more, and that games including time-related challenges could help students train their time competence.
This document summarizes research on involving university students in co-designing learning scenarios. It describes three approaches to student participation - student engagement, student voice, and students as producers. While literature supports shared responsibility between teachers and students, concrete examples are limited. The document outlines a research project to develop, apply, assess, and document a co-design method with teachers and students. It reviews evidence on student participation and factors that influence co-design processes.
El documento describe un proyecto de investigación que involucra a estudiantes, profesores e investigadores en el co-diseño de escenarios de aprendizaje basados en principios de aprendizaje indagativo y tecnologías educativas. El proyecto busca entender cómo contribuye la voz del estudiante al proceso de co-diseño y qué beneficios obtienen los estudiantes de participar. Los resultados muestran que los procesos de co-diseño promueven la reflexión de los estudiantes sobre sus roles y el aprendizaje,
Este documento presenta los resultados de la primera fase del proyecto Design2Learn, cuyo objetivo es diseñar escenarios de aprendizaje basados en la indagación con apoyo tecnológico. En la primera fase, investigadores trabajaron con 6 profesores en talleres para introducir conceptos de co-diseño y diseñar escenarios de aprendizaje. Como ejemplo, se describe un escenario para una asignatura de ingeniería biomédica que involucra a los estudiantes analizando problemas en grupos y luego recombinándose en nuevos
LA PARTICIPACIÓN DE LOS ESTUDIANTES EN EL DISEÑO DE ESCENARIOS DE APRENDIZAJEmusart
Presentación oral sobre el rol del estudiante en el diseño de escenarios de aprendizaje, en el marco del CIDUI 2014, por parte de Ingrid Noguera, y en representación del proyecto de investigación Design2Learn.
Analyzing university students’ participation in the co-design of learning sce...musart
The document summarizes a research project that analyzes university students' participation in co-designing learning scenarios. The project aims to study developing more authentic and learner-focused scenarios through a collaborative design process between students and teachers. The research uses a design-based methodology involving multiple iterative design cycles. Preliminary results found that configuration of co-design groups, task structure, and balancing structure with emergence are important factors. Ensuring participant comfort with roles and confronting student-teacher perspectives also impacted the critical issues in the co-design process.
Este documento presenta los resultados de la primera fase de un proyecto que tiene como objetivo diseñar escenarios de aprendizaje basados en la indagación con apoyo tecnológico. En la primera fase, investigadores y profesores trabajaron juntos en talleres para introducir la metodología de co-diseño y para identificar elementos que determinan una buena práctica docente. Luego, diseñaron diferentes escenarios de aprendizaje, incluyendo uno para una asignatura de ingeniería biomédica donde los estudiantes investigarían
This document summarizes a research project that uses a design-based research methodology to study the co-design of learning scenarios in higher education. The project brings together teachers, students, and researchers from multiple universities to collaboratively design learning scenarios based on inquiry-based learning principles and supported by technology. Over the course of several phases, the participants will engage in iterative co-design cycles to develop learning scenarios for various contexts. They will use design tools and conceptual artifacts to facilitate the process and represent practices. The expected results include guidelines for implementing inquiry-based learning models, a description of the co-design method, innovative learning scenarios, and tools to support design processes and products.
The document outlines a research project that aims to develop a personal learning environment (PLE) tool to support self-directed lifelong learning. It describes the 6 phases of the project: 1) literature review on PLEs, 2) needs analysis via surveys and interviews, 3) pedagogical design of the framework, 4) functional design of the tool's features, 5) interface design, and 6) pilot testing. The goal is to create a flexible, customizable PLE that integrates information management, planning, knowledge building, social connection, and self-reflection features to encourage independent, social, and meaningful learning.
Confidence Level Explicitation in collaborative SGmusart
Presentation of the paper by Mireia Usart, Margarida Romero and Esteve Almirall included in the SGDA 2011 Lisbon conference on Serious Games proceedings.
The document discusses time perspective and its relationship to learning in serious games and game-based learning environments. It defines time perspective as how individuals view the past, present and future. Previous research found that a balanced time perspective and stronger future time perspective can lead to higher academic achievement and motivation. The document aims to study how students' time perspectives influence collaborative learning processes and performance in serious games. It hypothesizes that students with similar time perspectives may perform better and learn more, and that games including time-related challenges could help students train their time competence.