Skip to main content
SpringerLink
Log in

Challenging the Alignment of Learning Design Tools with HE Lecturers’ Learning Design Practice

  • Conference paper
  • First Online:
Transforming Learning with Meaningful Technologies (EC-TEL 2019)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 11722))

Included in the following conference series:

Abstract

Extensive research has been carried out for the development of learning design tools; nevertheless, their adoption by HE lecturers remains low. Sharing, guidance, and various forms of representation are the main pillars of learning design tools. However, these features do not seem to be sufficient reasons to convince lecturers to adopt these tools in daily learning design practices in HE. This is attached to the gap between learning design tools and actual learning design practice of university lecturers. Sociomateriality provides an analytical lens for unpacking complex practices for identifying the design space of digital tools for learning design without predetermined boundaries. This paper is a first step in exploring how we can follow sociomaterialty in un-packing complex learning design practices in HE to inform the development of software for learning design. It conducts a survey with one hundred ten university lecturers on their learning design practices. It analyses data through sociomaterial theory and derives a sociomaterial evaluation framework. This is used as an instrument for the analysis of seven available learning design tools. A misalignment between tools and HE lecturers’ learning design practice is revealed. Points of misalignment extend the space for what it means to design digital tools that support-learning design practices in HE, and they could be used to highlight areas for improvement to inform and strengthen further the way we design support tools for learning design.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Celik, D., Magoulas, G.D.: A review, timeline, and categorization of learning design tools. In: Chiu, D.K.W., Marenzi, I., Nanni, U., Spaniol, M., Temperini, M. (eds.) ICWL 2016. LNCS, vol. 10013, pp. 3–13. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-47440-3_1

    Chapter  Google Scholar 

  2. Prieto, L.P., Tchounikine, P., Asensio-Pérez, J.I., Sobreira, P., Dimitriadis, Y.: Exploring teachers’ perceptions on different CSCL script editing tools. Comput. Educ. 78, 383–396 (2014)

    Article  Google Scholar 

  3. Dagnino, F.M., Dimitriadis, Y.A., Pozzi, F., Asensio-Pérez, J.I., Rubia-Avi, B.: Exploring teachers’ needs and the existing barriers to the adoption of learning design methods and tools: a literature survey. Br. J. Educ. Technol. 49, 998–1013 (2018)

    Article  Google Scholar 

  4. Bennett, S., Agostinho, S., Lockyer, L.: Technology tools to support learning design: implications derived from an investigation of university teachers’ design practices. Comput. Educ. 81, 211–220 (2014)

    Article  Google Scholar 

  5. Stark, J.S.: Planning introductory college courses: content, context and form. Instr. Sci. 28, 413–438 (2000)

    Article  Google Scholar 

  6. Norton, L., et al.: Teachers’ beliefs and intentions concerning teaching in higher education. High. Educ. 50, 537–571 (2005)

    Article  Google Scholar 

  7. Bennett, S.S., Agostinho, S., Lockyer, L., Kosta, L., Jones, J., Harper, B.: Understanding university teachers’ approaches to design. In: ED-MEDIA World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake, Virginia, pp. 3631–3637 (2008)

    Google Scholar 

  8. Bennett, S., Thomas, L., Agostinho, S., Lockyer, L., Jones, J., Harper, B.: Understanding the design context for Australian university teachers: implications for the future of learning design. Learn. Media Technol. 36, 151–167 (2011)

    Article  Google Scholar 

  9. Nguyen, G.N.H., Bower, M.: Novice teacher technology-enhanced learning design practices: the case of the silent pedagogy. Br. J. Educ. Technol. 49, 1027–1043 (2018)

    Article  Google Scholar 

  10. Orlikowski, W.J.: Sociomaterial practices: exploring technology at work. Organ. Stud. 28, 1435–1448 (2007)

    Article  Google Scholar 

  11. Barad, K.: Getting real: technoscientific practices and the materialization of reality. Differ. A J. Fem. Cult. Stud. 10, 87–128 (1998)

    Google Scholar 

  12. Orlikowski, W.J., Scott, S.V.: Sociomateriality: challenging the Separation of technology, work and organization. Acad. Manag. Ann. 2, 433–474 (2008)

    Article  Google Scholar 

  13. Fenwick, T.: Sociomateriality and Learning: A Critical Approach. Sage, London, UK (2015)

    Google Scholar 

  14. Britain, S.: Learning design systems: current and future developments. In: Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning, pp. 103–104. Routledge, Oxford (2007)

    Google Scholar 

  15. Albó, L., Hernández-Leo, D.: Identifying design principles for learning design tools: the case of edCrumble. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds.) EC-TEL 2018. LNCS, vol. 11082, pp. 406–411. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-98572-5_31

    Chapter  Google Scholar 

  16. Owusu-Oware, E., Effah, J., Boateng, R.: Biometric technology for fighting fraud in national health insurance: Ghana’s experience. In: Americas Conference on Information Systems, New Orleans, USA, pp. 1–10 (2018)

    Google Scholar 

  17. Sesay, A., Ramirez, R., Oh, O.-O.: Digital transformation in police work: a sociomaterial perspective on police body worn cameras (BWC). In: Proceedings of 50th Hawaii International Conference on System Sciences, pp. 4266–4275 (2017)

    Google Scholar 

  18. Jones, M.: A matter of life and death: exploring conceptualizations of sociomateriality in the context of critical care. MIS Q. 38, 895–925 (2017)

    Article  Google Scholar 

  19. Doolin, B., McLeod, L.: Sociomateriality and boundary objects in information systems development. Eur. J. Inf. Syst. 21, 570–586 (2012)

    Article  Google Scholar 

  20. Amiel, T., Reeves, T.C.T.: Design-based research and educational technology: rethinking technology and the research agenda. Educ. Technol. Soc. 11, 29–40 (2008)

    Google Scholar 

  21. Creswell, J.W.: Research Design. SAGE Publications, Thousand Oaks (2014)

    Google Scholar 

  22. Hernández-Leo, D., Chacón, J., Prieto, L.P., Asensio-Pérez, J.I., Derntl, M.: Towards an integrated learning design environment. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds.) EC-TEL 2013. LNCS, vol. 8095, pp. 448–453. Springer, Heidelberg (2013). https://doi.org/10.1007/978-3-642-40814-4_37

    Chapter  Google Scholar 

  23. Derntl, M.: OpenGLM : Integrating open educational resources in IMS learning design authoring. In: The Art and Science of Learning Design, pp. 157–168. Sense Publishers, Rotterdam (2015)

    Chapter  Google Scholar 

  24. Villasclaras-Fernández, E., Hernández-Leo, D., Asensio-Pérez, J.I., Dimitriadis, Y.: Web collage: an implementation of support for assessment design in CSCL macro-scripts. Comput. Educ. 67, 79–97 (2013)

    Article  Google Scholar 

  25. Britain, S.: A review of learning design: concept, specifications and tools (2004)

    Google Scholar 

  26. Boloudakis, M., Katsamani, M., Retalis, S., Georgiakakis, P.: CADMOS: a learning design tool for Moodle courses. In: Moodle Research Conference, Heraklion, Crete-Greece, pp. 25–32 (2012)

    Google Scholar 

  27. Laurillard, D., et al.: A constructionist learning environment for teachers to model learning designs. J. Comput. Assist. Learn. 29, 15–30 (2013)

    Article  Google Scholar 

  28. Emin, V., Pernin, J.-P., Aguirre, J.L.: ScenEdit: an intention-oriented authoring environnment to design learning scenarios. In: Wolpers, M., Kirschner, Paul A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds.) EC-TEL 2010. LNCS, vol. 6383, pp. 626–631. Springer, Heidelberg (2010). https://doi.org/10.1007/978-3-642-16020-2_65

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Knowledge Lab, Birkbeck College, University of London, London, UK

    Dilek Celik & George D. Magoulas

Authors
  1. Dilek Celik
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. George D. Magoulas
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Dilek Celik .

Editor information

Editors and Affiliations

  1. Open University Netherlands, Heerlen, The Netherlands

    Maren Scheffel

  2. Paul Sabatier University, Toulouse, France

    Julien Broisin

  3. Know-Center GmbH, Graz, Austria

    Viktoria Pammer-Schindler

  4. Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

  5. DIPF, Frankfurt/Main, Germany

    Jan Schneider

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Celik, D., Magoulas, G.D. (2019). Challenging the Alignment of Learning Design Tools with HE Lecturers’ Learning Design Practice. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_11

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-29736-7_11

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-29735-0

  • Online ISBN: 978-3-030-29736-7

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation