Abstract
Appropriating a learning design remains difficult for teachers. Our research works directed by “co-design learning with teachers”, led us to propose a generic set of concepts for situations engaging learners to solve a well-defined problem. It puts forward the benefits of integrating into the learning design both observables on the effective learning situation and teachers’ professional knowledge explicating the learning design components. Implementation in FORMID is further discussed.
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Lejeune, A., Guéraud, V., Mandran, N. (2016). Improving Usage of Learning Designs by Teachers: A Set of Concepts for Well-Defined Problem Resolution. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_34
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DOI: https://doi.org/10.1007/978-3-319-45153-4_34
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