Closing the “Learning Design Life-Cycle” with the Pedagogical Planner

Francesca Pozzi, Andrea Ceregini, Francesca Dagnino, Michela Ott, Mauro Tavella, Consiglio Nazionale delle Ricerche – CNR, Italy

Abstract

In the last few years, a number of approaches and tools have been proposed in the Learning Design (LD) research area, with the aim to support teachers in the complex process of conceiving and planning innovative educational activities. Most of the available tools support one or two stages of the whole learning design cycle and this has caused a certain variety of the available tools. Even if some researchers suggest such variety is positive, as teachers are free to pick up from the shell tools depending on the specific needs, others claim that this is too much disorienting, especially for those teachers who are not familiar with the LD field. To contribute to this still open discussion, we have developed a tool, able to cover the whole learning design cycle and have started studying its impact on teachers’ LD practices. The paper illustrates such a tool, called Pedagogical Planner (PP), which is able to support the three main phases of the learning design cycle, namely Conceptualization, Authoring and Implementation. The PP so far has been used by teachers to support innovative educational interventions in the field of intangible cultural heritage education and has proved to present a number of advantages and innovative aspects in respect to other existing tools, which are discussed in the paper.

Abstract in Italian

Negli ultimi anni nel settore di ricerca del Learning Design (LD), sono stati proposti diversi metodi e strumenti, con l’obiettivo di supportare i docenti nel complesso compito di ideare e pianificare attività educative innovative. La maggior parte degli strumenti oggi a disposizione supportano una o due fasi del ciclo di vita del learning design e questo causa una certa varietà negli strumenti a disposizione. Mentre alcuni ricercatori vedono tale varietà come positiva, poiché consente ai docenti di scegliere liberamente quali strumenti utilizzare a seconda delle specifiche esigenze, altri lamentano che questo possa risultare disorientante, specialmente per quei docenti che non sono esperti del learning design. Per contribuire a questa discussione ancora aperta, è stato sviluppato uno strumento, capace di coprire l’intero ciclo di vita del LD, per studiare l’impatto che questo ha sulle pratiche di progettazione dei docenti. L’articolo descrive lo strumento, chiamato Pedagogical Planner (PP), che supporta appunto le tre fasi principali del ciclo di vita del LD, cioè: la Concettualizzazione, la Pianificazione e l’Implementazione. Il PP al momento è stato usato da dei docenti nell’ambito di interventi educativi nel campo del patrimonio culturale intangibile ed ha mostrato una serie di vantaggi rispetto agli strumenti esistenti, che vengono discussi nell’articolo.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, internet, collaborative learning, learning management system, MOOC, interaction, LMS,

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