Abstract
This chapter draws a picture of the variety of representations that have been proposed to support the learning design life cycle. The intent is to show that such representations have different features and serve different purposes and that designers may find it useful to adopt one or the other according to their objectives and/or at different stages of their work. The argument is sustained throughout this chapter based on an example, concerning a learning activity, which is represented through several types of representations. The conclusion is that the quest for a single representation serving all purposes is vain, while the efforts of researchers should better be directed toward the aim of building tools that allow for interoperability of these representations and integration of the tools that make use of them, so to facilitate sharing and reuse of the half-fabricates of the learning design life cycle, as well as implementation of existing designs in different virtual learning environments (VLEs).
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- 1.
Actually, in most of the cases even authored LD solutions are based on computer-interpretable representations (see below for details). These solutions, though, are not linked to a particular technological platform nor teaching context, and thus, they can be reused in multiple platforms and contexts, as opposed to the implemented LD solutions, which are typically context-dependent.
- 2.
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Acknowledgements
This research has been partially funded by the Castilla y León (Spain) Regional Project VA277U14, the Spanish Project TIN2011-28308-C03-02, and the European Project 531262-LLP-2012-ES-KA3-KA3MP.
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Pozzi, F., Asensio-Pérezc, J.I., Persico, D. (2016). The Case for Multiple Representations in the Learning Design Life Cycle. In: Gros, B., Kinshuk, ., Maina, M. (eds) The Future of Ubiquitous Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-47724-3_10
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