doiSerbia

Pedagogy-driven design of digital learning ecosystems

Laanpere Mart (Tallinn University, Institute of Informatics, Tallinn, Estonia)
Pata Kai (Tallinn University, Institute of Informatics, Tallinn, Estonia)
Normak Peeter (Tallinn University, Institute of Informatics, Tallinn, Estonia)
Põldoja Hans (Tallinn University, Institute of Informatics, Tallinn, Estonia)

In most cases, the traditional Web-based learning management systems (e.g. Moodle, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The proponents of such systems have claimed that this kind of inherent "pedagogical neutrality" is a desirable characteristic for a LMS, as it allows teachers to implement various pedagogical approaches. This study is based on an opposite approach, arguing for designing next-generation online learning platforms - so called digital learning ecosystems - with built-in affordances, which promote and enforce desirable pedagogical beliefs, strategies and learning activity patterns while suppressing others. We propose a conceptual and process model for pedagogy-driven design of online learning environments and illustrate it with a case study on development and implementation process of a digital learning ecosystem based on Dippler platform. We also describe the pedagogical foundation of Dippler that was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design.

Keywords: digital learning ecosystems, pedagogy-driven design