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Applying the Widget Paradigm to Learning Design: Towards a New Level of User Adoption

  • Conference paper

Part of the Lecture Notes in Computer Science book series (LNPSE,volume 8095)

Abstract

Researching the sharing of learning designs is a well-established domain within the technology-enhanced learning research community. However, until now tools supporting educational modelling languages such as IMS Learning Design have reached a wide adoption in today’s school practice. Following a design science research methodology we report on the design, implementation, and evaluation of a novel tool referred to as "Composer". The Composer supports the design of learning activities and has been developed according to design principles such as (a) interoperability between design-time and run-time systems based on the W3C Widget Standard, (b) inclusion of artefact types beyond content such as tools, people and events, (c) a user-friendly authoring environment. A first evaluation of the proof-of-concept implementation suggests that the tool is easy-to-use and provides added value for teachers when it comes to reflecting about the design of learning activities.

Keywords

  • Learning Design
  • Educational Modelling
  • W3C Widgets
  • Mashups
  • Wookie
  • Design Science

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Simon, B., Aram, M., Van Assche, F., Anido Rifon, L., Griffiths, D., Rodríguez, M.C. (2013). Applying the Widget Paradigm to Learning Design: Towards a New Level of User Adoption. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) Scaling up Learning for Sustained Impact. EC-TEL 2013. Lecture Notes in Computer Science, vol 8095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-40814-4_49

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  • DOI: https://doi.org/10.1007/978-3-642-40814-4_49

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-40813-7

  • Online ISBN: 978-3-642-40814-4

  • eBook Packages: Computer ScienceComputer Science (R0)