Patterns, approaches and systems to support teachers in designing fortechnol...Yannis
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
Technology-enhanced learning ecosystems are becoming quite complex, especially when non-conventional approaches, such as collaborative or inquiry learning are employed.
On the other hand, the recent advances in the learning analytics field have been very promising, for purposes of understanding and optimizing learning and the environments in which it occurs.
However, the alignment between design for learning and learning analytics has been recently shown to be a pending, albeit essential, issue that would allow for effective and efficient pedagogical interventions and orchestration.
This seminar focuses on design for learning, and especially on the eventual support to teachers as designers of pedagogical interventions and classroom orchestration.
Taking into account the “In Media Res” and the “Orchestration and Learning Analytics” frameworks,
this seminar presents some important issues, design principles - patterns, proposals and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.
Learning design, learning analytics, technology enhanced learning
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Think Quest Project And 21st Century LearningMike Cargill
This PDF sideshow it an introduction to the Oracle Education Foundations mission and its' organization goals that support ThinkQuest. All copyrights belong to Oracle Education Foundation. I claim no authorship and am posting for information purposes only for my educators.
Patterns, approaches and systems to support teachers in designing fortechnol...Yannis
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
Technology-enhanced learning ecosystems are becoming quite complex, especially when non-conventional approaches, such as collaborative or inquiry learning are employed.
On the other hand, the recent advances in the learning analytics field have been very promising, for purposes of understanding and optimizing learning and the environments in which it occurs.
However, the alignment between design for learning and learning analytics has been recently shown to be a pending, albeit essential, issue that would allow for effective and efficient pedagogical interventions and orchestration.
This seminar focuses on design for learning, and especially on the eventual support to teachers as designers of pedagogical interventions and classroom orchestration.
Taking into account the “In Media Res” and the “Orchestration and Learning Analytics” frameworks,
this seminar presents some important issues, design principles - patterns, proposals and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.
Learning design, learning analytics, technology enhanced learning
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
Think Quest Project And 21st Century LearningMike Cargill
This PDF sideshow it an introduction to the Oracle Education Foundations mission and its' organization goals that support ThinkQuest. All copyrights belong to Oracle Education Foundation. I claim no authorship and am posting for information purposes only for my educators.
Problem and Project Based Learning in Social StudiesAlynethLawas
Problem-based learning entails using critical thinking to investigate problems that do not have a definitive answer. While in project-based learning, students are challenged to establish a plan and create a product that answers the problem. How can these approaches assist in the facilitation of learning in social studies?
A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts.
This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
Getting HIP with Technology: Tools for High Impact PracticesStephanie Richter
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
Design and orchestration of CSCL educational scenarios is still a challenge for teachers and instructional designers.
Conceptual and technological support to teachers as designers is essential for a sustainable, effective and efficient adoption of innovative pedagogical approaches in increasing complex technology-enhanced learning ecosystems.
This talk presents an overview of patterns, software architectures and environments that support design for learning, drawn from proposals made by the GSIC/EMIC group, together with illustrative examples.
Finally, we discuss some issues regarding effective orchestration actions and pedagogical interventions based on learning analytics and aligned with the design of the educational scenarios.
Problem and Project Based Learning in Social StudiesAlynethLawas
Problem-based learning entails using critical thinking to investigate problems that do not have a definitive answer. While in project-based learning, students are challenged to establish a plan and create a product that answers the problem. How can these approaches assist in the facilitation of learning in social studies?
A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts.
This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Coordinated by the OER Foundation, OERu is an independent, not-for-profit organization with 35 participating Higher Education institutions worldwide, making higher education accessible to everyone by offering free online courses and “affordable ways for learners to gain academic credit towards qualifications from recognised institutions” (McGreal, Rory, et al. 2014). The 2015 OERu evaluation follows the CIPP (context, input, process, and product) evaluation framework (Stufflebeam 2003) and focuses on “input analysis” at this stage. The evaluation aims to assess different design options and identify major challenges in online curriculum developments, nominating open courses by participating institutions, open business models, open governance, and other aspects. Issues raised in the evaluation process are not unique for OERu and will have relevance to other practitioners designing open education.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
Getting HIP with Technology: Tools for High Impact PracticesStephanie Richter
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
Design and orchestration of CSCL educational scenarios is still a challenge for teachers and instructional designers.
Conceptual and technological support to teachers as designers is essential for a sustainable, effective and efficient adoption of innovative pedagogical approaches in increasing complex technology-enhanced learning ecosystems.
This talk presents an overview of patterns, software architectures and environments that support design for learning, drawn from proposals made by the GSIC/EMIC group, together with illustrative examples.
Finally, we discuss some issues regarding effective orchestration actions and pedagogical interventions based on learning analytics and aligned with the design of the educational scenarios.
2020_09_23 "Supporting teachers as designers with community and learning anal...eMadrid network
2020_09_23 "Supporting teachers as designers with community and learning analytics: a framework, technology and case studies" - Konstantinos Michos (X Jornadas eMadrid)
Helping teachers to think about their design problem: a pilot study to stimul...davinia.hl
Hernández-Leo D, Agostinho S, Beardsley M, Bennett S, Lockyer L. Helping teachers to think about their design problem: a pilot study to stimulate design thinking. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 5681-5690. Open access: http://hdl.handle.net/10230/32247
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
Asld2011 ryberg buus_georgsen_nyvang_davidsenYishay Mor
Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang and Jacob Davidsen: Introducing the Collaborative E-learning Design method (CoED)
http://www.ld-grid.org/workshops/ASLD11
Prieto et al., 2010 - Recurrent Routines in the Classroom Madnesslprisan
Presentation of the paper at the "Current challenges in learning design and pedagogical patterns research" symposium in the NLC 2010 conference in Aalborg, Denmark
Human-Centered Learning Analytics and Artificial Intelligence in Education: H...Yannis
Although Artificial Intelligence (AI) and Learning Analytics (LA) have shown their potential in Education, stakeholders’ agency seems to be threatened. On the other hand, multiple issues regarding FATE (Fairness, Accountability, Transparency and Ethics) have been raised when AI or LA-based solutions are designed and implemented. These issues have been especially acute since the emergence of Large Language Models and Generative AI.
This talk discusses the quest for an optimal balance between human and computational agents, when LA tools and services are employed in a Technology Enhanced Learning (TEL) ecosystem. Through the discussion of relevant conceptual models and examples, it argues for Human-Centered Learning Analytics (HCLA) and Human-Centered Artificial Intelligence (HCAI) approaches, where agency and FATE principles are essential design parameters.
The talk focuses especially on LA/AI solutions that may position teachers as designers of effective interventions and orchestration actions. Selected Human-Centered Design (HCD) principles are discussed and illustrated, and directions for future research and development are formulated to overcome the main obstacles for adoption of human-centered approaches for LA and AI in education.
Keynote presentation of Yannis Dimitriadis at Intelligent Tutoring Systems 2022: Human-Centered Learning Analytics: Designing for balanced human and computational agency
The doctoral thesis trajectory has been often characterized as a “long and windy road” or a journey to “Ithaka”, suggesting the promises and challenges of this journey of initiation to research.
The doctoral candidates need to complete such journey
preserving and even enhancing their wellbeing,
overcoming the many challenges through resilience, while keeping
high standards of ethics and
scientific rigor.
This talk will provide a personal account of lessons learnt and recommendations from a senior researcher over his 30+ years of doctoral supervision and care for doctoral students.
Specific attention will be paid on the special features of the
(interdisciplinary doctoral research in Technology Enhanced Learning (TEL),
the eventual convergence of mindsets and epistemological traditions in Information and Communications Technologies (ICT) and human-oriented learning, educational or social sciences, as well as
the specific challenges posed by the human-oriented features of the TEL field.
Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue.
In spite of the significant potential of Learning Analytics (LA) research, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions.
This talk argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics. It provides a review of needs and existing approaches for HCD in LA is provided, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation.
The HCD principles are illustrated and discussed through two case studies in authentic learning contexts.
Finally, some directions for future research and development are formulated to overcome the main obstacles for adoption of HCD for LA.
Conferencia invitada de Yannis Dimitriadis "Diseñando para orquestrar situaciones CSCL", Seminario de eMadrid sobre Tecnologías para el Aprendizaje Colaborativo, Madrid, 15 de febrero de 2013
Technoblade The Legacy of a Minecraft Legend.Techno Merch
Technoblade, born Alex on June 1, 1999, was a legendary Minecraft YouTuber known for his sharp wit and exceptional PvP skills. Starting his channel in 2013, he gained nearly 11 million subscribers. His private battle with metastatic sarcoma ended in June 2022, but his enduring legacy continues to inspire millions.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
Visual Style and Aesthetics: Basics of Visual Design
Visual Design for Enterprise Applications
Range of Visual Styles.
Mobile Interfaces:
Challenges and Opportunities of Mobile Design
Approach to Mobile Design
Patterns
Storytelling For The Web: Integrate Storytelling in your Design ProcessChiara Aliotta
In this slides I explain how I have used storytelling techniques to elevate websites and brands and create memorable user experiences. You can discover practical tips as I showcase the elements of good storytelling and its applied to some examples of diverse brands/projects..
Transforming Brand Perception and Boosting Profitabilityaaryangarg12
In today's digital era, the dynamics of brand perception, consumer behavior, and profitability have been profoundly reshaped by the synergy of branding, social media, and website design. This research paper investigates the transformative power of these elements in influencing how individuals perceive brands and products and how this transformation can be harnessed to drive sales and profitability for businesses.
Through an exploration of brand psychology and consumer behavior, this study sheds light on the intricate ways in which effective branding strategies, strategic social media engagement, and user-centric website design contribute to altering consumers' perceptions. We delve into the principles that underlie successful brand transformations, examining how visual identity, messaging, and storytelling can captivate and resonate with target audiences.
Methodologically, this research employs a comprehensive approach, combining qualitative and quantitative analyses. Real-world case studies illustrate the impact of branding, social media campaigns, and website redesigns on consumer perception, sales figures, and profitability. We assess the various metrics, including brand awareness, customer engagement, conversion rates, and revenue growth, to measure the effectiveness of these strategies.
The results underscore the pivotal role of cohesive branding, social media influence, and website usability in shaping positive brand perceptions, influencing consumer decisions, and ultimately bolstering sales and profitability. This paper provides actionable insights and strategic recommendations for businesses seeking to leverage branding, social media, and website design as potent tools to enhance their market position and financial success.
Book Formatting: Quality Control Checks for DesignersConfidence Ago
This presentation was made to help designers who work in publishing houses or format books for printing ensure quality.
Quality control is vital to every industry. This is why every department in a company need create a method they use in ensuring quality. This, perhaps, will not only improve the quality of products and bring errors to the barest minimum, but take it to a near perfect finish.
It is beyond a moot point that a good book will somewhat be judged by its cover, but the content of the book remains king. No matter how beautiful the cover, if the quality of writing or presentation is off, that will be a reason for readers not to come back to the book or recommend it.
So, this presentation points designers to some important things that may be missed by an editor that they could eventually discover and call the attention of the editor.
Maximize Your Content with Beautiful Assets : Content & Asset for Landing Page pmgdscunsri
Figma is a cloud-based design tool widely used by designers for prototyping, UI/UX design, and real-time collaboration. With features such as precision pen tools, grid system, and reusable components, Figma makes it easy for teams to work together on design projects. Its flexibility and accessibility make Figma a top choice in the digital age.
1. Οι εκπαιδευτικοί ως σχεδιαστές και
ενορχηστρωτές καινοτόμου
συνεργατικής μάθησης βασισμένης
στις ΤΠΕ. Καλές πρακτικές και
συστήματα υποστήριξης
Γιαννης Δημητριαδης
Παν. Βαγιαδολιδ Ισπανια
ΕΤΠΕ 2017
Αθηνα, 22/04/2017
2. Overview
2
n What is the problem to tackle?
n How to promote pedagogical innovation
n How to support/empower teachers (and other
stakeholders) for pedagogically informed
decisions in technologically supported
effective (and efficient and sustainable) design
(and deployment) process
n What can we do for
n Collaborative Learning
n Blended (or even open) classes
3. Overview
3
n Underlying issue
n Teachers as designers: What can be
designed and how it can be done “well”?
n Describe a solution
n METIS approach: http://www.metis-project.org/
n ILDE technological environment:
http://ilde2.upf.edu/etpe (see workshop@ETPE 2017)
n Discuss some lessons learnt, issues and
recommendations
4. Is there a problem? - I
n Curriculum and competencies
– “Work in group may be useful as a skill, but it is a
secondary issue”
– “Collaborative techniques takes a lot of time: We run
the risk of not covering the whole official curriculum”
n Practical issues (e.g. synchronicity)
– “It is impossible to use collaborative activities because
my on-line students work and they cannot
participate in a joint project”
4
5. Is there a problem? - II
n Group formation, efficiency and deployment cost,
design in groups/communties of teachers:
– “Collaborative learning is fine but can I form 10-
member groups to produce a report?”
– “I know a lot about collaborative learning but I need
to have my on-line course in a few days”
– “I need to have some ideas from my good colleagues
or even better an almost ready-to-use course in
my virtual campus”
– “I need to prepare my course within a team of 3
professors but how we can do it?
5
6. Is there a problem? - III
n Pedagogical standpoint
– “I do use Moodle to store my slides. That’s enough
for me”
– “I have prepared a great MOOC with a video and a
test. That’s enough”
6
7. Is there a problem ? - III
n There is not only one but several (“well-known”)
problems that impede
– innovation in (collaborative) teaching and
(collaborative) learning using new (and old)
technologies
n No easy solutions for complex problems
– Technological and educational innovation
– See also: TPACK (Technological Pedagogical Content
Knowledge)
7
8. Can we offer an answer? - I
n Need for some systematic (and sustainable?)
answer to tackle SOME of these problems
– Support teachers to effectively DESIGN and DEPLOY
collaborative learning in ICT-supported (and
enhanced?) settings
n Ingredients of the proposed solution
– Think of teachers (and other stakeholders) as
designers and support/empower them
– Help them take pedagogically informed decisions
– Make their life easier in “orchestrating” their
blended classrooms
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9. A view of the TEL ecosystem
How to design for learning in it?
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10. Can we offer an answer? - II
n Some more ingredients
– Learning Design (or Design for Learning), as a
research and development field
– Pedagogical patterns, as good practices
– ICT tools to support teachers in Design for Learning
– Professional development workshops
n The METIS project approach http://www.metis-project.org/
– Workshop packages http://www.metis-
project.org/index.php/workshop-resources
– Integrated Learning Design Environment
(ILDE)http://www.metis-project.org/index.php/metis-ilde
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11. Learning Design (LD)
or Design for Learning (D4L) - I
n Learning is the objective of education
– Can we (pedagogically) inform and (technologically)
support teachers (and other stakeholders) in
creating effective (and efficient?) learning situations
n Main metaphor:
– “Teachers as designers”
n Main issue:
– Is it possible that teachers (and other stakeholders)
work as other traditional designers (e.g. architects,
engineers)?
– Can design form part of the normal flow of
educational activities?
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12. Design for Learning (D4L) - II
n What can be designed for learning? (Goodyear &
Dimitriadis, 2013)
n The learning (performed by students) and support
(made by teachers) tasks
n The “physical” environment
n Spaces, tools, infrastructures, artifacts-resources (to be
consumed and/or produced)
n The social architecture
n Groupings, interactions with external agents
n Design is indirect (tasks vs. activities)
n Learners may change-interpret tasks in learntime
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15. Forward oriented design - I
(Dimitriadis & Goodyear, 2013)
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n Design for Configuration:
n Prepare, particularize, or modify what had been
designed beforehand
n Adapt to specific requirements of the context
n Design for Orchestration
n Support teachers (and students) at learn time
16. Forward oriented design - II
n Design for Reflection
n Be sure that monitoring can take place
n Offer “awareness” at learn time
n Allow for regulation and scaffolding
n Inform evaluation of the intervention and
assessment of learning
n Design for Redesign
n Take design decisions so that posterior
modifications of the design can be made easily
17. Teaching as a design science
(Laurillard, 2012)
n “In media res”: Design forms part of the
“normal flow” of educational activities
n Teaching as a design science
n Teaching is not only an art. It has a formally defined
goal
n It builds design principles, rather than theories, and
heuristics of practice than explanations
n See also Design Based Research, co-design, …
n Design patterns externalize knowledge and allow for
discussion and sharing …
18. Pedagogical (design) patterns
Collaborative Learning: TPS
n Think-Pair-Share pattern
– It structures collaboration and promotes
participation in large classes
They comment or take a
classroom “vote”
They pair and discuss
their ideas about the
question
Each participant has
time to think about the
question
19. Another pattern for CL:
Jigsaw
Individual or initial group
Teacher
Introductory
individual (or initial
group) activity
Collaborative
activity around the
sub-problem
Collaborative
activity around the
problem and
solution proposal
33. n ILDE
– It fits the needs of several educational contexts
– It is independent from the pedagogical approach
adopted;
– It covers all the phases of the LD lifecycle;
– It is usable by the ‘average’ teacher;
n Pedagogy is the “king”
n Support is needed for enactment and
communities further to the workshops
Some METIS findings
34. Some conclusions
n Collaborative learning will not occur if we do not
know the conditions and try to satisfy them
n Pedagogical (and other types of) patterns
capture some good practices and may help
teachers
n Teachers work as designers in many cases:
Empower them through professional
development workshops and ICT tools
n The TEL/CSCL ecosystem is very complex:
Design for learning / orchestration is a need …
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35. Many lessons learnt
n The majority of needs is still on the “dark” side
(pedagogy!)
n Design for learning needs support (workshops,
tools, follow up, community)
n Capture and embed knowledge in the support (in
the designer language, if possible)
n The TEL/CSCL ecosystem is increasingly
complex: Take “some” features, try to
appropriate them and orchestrate the whole
lifecycle (from ideas to practice)
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36. And a few recommendations
n Practitioners: Count on the community of your
colleagues, follow the “METIS approach” of
action/research, make designs explicit and share
them
n Support teams: Make life easier for teachers to
design for learning, support the complete
lifecycle, use practitioners’ language
n ICT and ped researchers: Support openness
(open courses, open designs, open extensible
architectures), work as “knowledge mediators”
n A small step for us, a big for the learners … 36
37. And some final remarks …
n Innovate in spite of unfavorable Greek context!
n Education needs innovative teachers, not heroes
n Collaborative learning can be put in practice,
although there no win-win-win …
n METIS ILDE helps normal teachers within
communities who want to design better for ICT-
supported learning
n Use experience through pedagogical patterns!
(https://www.dropbox.com/s/yt1hgi5qgcs4phu/collaborative_learning_flo
w_patterns.pdf?dl=0)
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