Advances in Web-Based Learning - ICWL 2012

Volume 7558 of the series Lecture Notes in Computer Science pp 307-317

Pedagogy-Driven Design of Digital Learning Ecosystems: The Case Study of Dippler

  • Mart LaanpereAffiliated withInstitute of Informatics, Tallinn University
  • , Kai PataAffiliated withInstitute of Informatics, Tallinn University
  • , Peeter NormakAffiliated withInstitute of Informatics, Tallinn University
  • , Hans PõldojaAffiliated withInstitute of Informatics, Tallinn University

* Final gross prices may vary according to local VAT.

Get Access


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.


digital learning ecosystems pedagogy-driven design