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Supporting awareness in communities of learning design practice

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dc.contributor.author Michos, Konstantinos
dc.contributor.author Hernández Leo, Davinia
dc.date.accessioned 2018-04-06T11:00:39Z
dc.date.available 2018-04-06T11:00:39Z
dc.date.issued 2018
dc.identifier.citation Michos K, Hernández-Leo D. Supporting awareness in communities of learning design practice. Comput Human Behav. 2018 Aug;85:255-70. DOI: 10.1016/j.chb.2018.04.008
dc.identifier.issn 0747-5632
dc.identifier.uri http://hdl.handle.net/10230/34303
dc.description.abstract The field of learning design has extensively studied the use of technology for the authoring of learning activities. However, the social dimension of the learning design process is still underexplored. In this paper, we investigate communities of teachers who used a social learning design platform (ILDE). We seek to understand how community awareness facilitates the learning design activity of teachers in different educational contexts. Following a design-based research methodology, we developed a community awareness dashboard (inILDE) based on the Cultural Historical Activity Theory (CHAT) framework. The dashboard displays the activity of teachers in ILDE, such as their interactions with learning designs, other members, and with supporting learning design tools. Evaluations of the inILDE dashboard were carried out in four educational communities – two secondary schools, a master programme for pre-service teachers, and in a Massive Open Online Course (MOOC) for teachers. The dashboard was perceived to be useful in summarizing the activity of the community and in identifying content and members’ roles. Further, the use of the dashboard increased participants’ interactions such as profile views and teachers showed a willingness to build on the contributions of others. As conclusions of the study, we propose five design principles for supporting awareness in learning design communities, namely community context, practice-related insights, visualizations and representations, tasks and community interests.
dc.description.sponsorship This work has been partially funded by RecerCaixa (CoT project) and the Spanish Ministry of Economy and Competitiveness under MDM-2015-0502, TIN2014–53199-C3-3-R, TIN2017-85179-C3-3-R.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Elsevier
dc.relation.ispartof Computers in Human Behavior. 2018 Aug;85:255-70.
dc.relation.isreferencedby http://doi.org/10.5281/zenodo.1209079
dc.rights © Elsevier http://dx.doi.org/10.1016/j.chb.2018.04.008
dc.title Supporting awareness in communities of learning design practice
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.1016/j.chb.2018.04.008
dc.subject.keyword Learning Design
dc.subject.keyword Activity theory
dc.subject.keyword Communities of practice
dc.subject.keyword Awareness
dc.subject.keyword Community analytics
dc.subject.keyword Dashboards
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014–531
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2017-85179-C3-3-R
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion

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