Pedagogy-Driven Design of Digital Learning Ecosystems: The Case Study of Dippler
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- Laanpere M., Pata K., Normak P., Põldoja H. (2012) Pedagogy-Driven Design of Digital Learning Ecosystems: The Case Study of Dippler. In: Popescu E., Li Q., Klamma R., Leung H., Specht M. (eds) Advances in Web-Based Learning - ICWL 2012. ICWL 2012. Lecture Notes in Computer Science, vol 7558. Springer, Berlin, Heidelberg
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 authors and 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 describe the pedagogy-driven design, development and implementation process of a digital learning ecosystem based on Dippler platform, which was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design models.
Keywordsdigital learning ecosystems pedagogy-driven design
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