Learning Activity Spaces: Towards Flexibility in Learning Design?

Anne Lejeune; Muriel Ney; Armin Weinberger; Margus Pedaste; Lars Bollen; Tasos Hovardas; Ulrich Hoppe; Ton de Jong

doi:10.1109/ICALT.2009.100

Learning Activity Spaces: Towards Flexibility in Learning Design?

Anne Lejeune
, Muriel Ney
, Armin Weinberger
, Margus Pedaste
, Lars Bollen
, Tasos Hovardas
, Ulrich Hoppe
, Ton de Jong

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

13 Citations (Scopus)

96 Downloads (Pure)

Abstract

Designing a computer-supported learning scenario involving a constructivist approach of learning lays on a paradox. On the one hand, learning flows must be precisely described - including role distribution, required resources, tools, and scaffolds - to be realized in computer-supported environments. On the other hand, a fine-grained formalization of learning flows diverges from the constructivist notion of learning that learners are responsible for their knowledge (co-)construction. This paper draws upon the fundaments of a new concept so called ldquolearning activity spacerdquo (LAS) aiming at realizing some necessary flexibility when designing learning scenarios. LAS is the basis of a graphical scenario modeling language intelligible for non-computer scientists but still rich enough in detail to describe a large set of computer-supported learning scenarios.

Original language	English
Title of host publication	2009 Ninth IEEE International Conference on Advanced Learning Technologies
Place of Publication	Piscataway, NJ
Publisher	IEEE
Pages	433-437
Number of pages	5
ISBN (Print)	978-0-7695-3711-5
DOIs	https://doi.org/10.1109/ICALT.2009.100
Publication status	Published - 17 Jul 2009
Event	9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009 - Riga, Latvia Duration: 15 Jul 2009 → 17 Jul 2009 Conference number: 9

Publication series

Name	IEEE International Conference on Advanced Learning Technologies, ICALT
Publisher	IEEE
Number	9
Volume	2009
ISSN (Print)	2161-3761
ISSN (Electronic)	2161-377X

Conference

Conference	9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009
Abbreviated title	ICALT
Country/Territory	Latvia
City	Riga
Period	15/07/09 → 17/07/09

Keywords

Space technology
Computer science education
Distributed computing
Design automation
Educational technology
Technology management
Runtime
Collaborative work
Process design
Spine
2023 OA procedure

Access to Document

10.1109/ICALT.2009.100

ArticleFinal published version, 344 KBLicence: Taverne

Cite this

Lejeune, A., Ney, M., Weinberger, A., Pedaste, M., Bollen, L., Hovardas, T., Hoppe, U., & Jong, T. D. (2009). Learning Activity Spaces: Towards Flexibility in Learning Design? In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (pp. 433-437). Article 5194269 (IEEE International Conference on Advanced Learning Technologies, ICALT; Vol. 2009, No. 9). IEEE. https://doi.org/10.1109/ICALT.2009.100

@inproceedings{c510b0e5b3104ef18e74c4547406b882,

title = "Learning Activity Spaces: Towards Flexibility in Learning Design?",

abstract = "Designing a computer-supported learning scenario involving a constructivist approach of learning lays on a paradox. On the one hand, learning flows must be precisely described - including role distribution, required resources, tools, and scaffolds - to be realized in computer-supported environments. On the other hand, a fine-grained formalization of learning flows diverges from the constructivist notion of learning that learners are responsible for their knowledge (co-)construction. This paper draws upon the fundaments of a new concept so called ldquolearning activity spacerdquo (LAS) aiming at realizing some necessary flexibility when designing learning scenarios. LAS is the basis of a graphical scenario modeling language intelligible for non-computer scientists but still rich enough in detail to describe a large set of computer-supported learning scenarios.",

keywords = "Space technology, Computer science education, Distributed computing, Design automation, Educational technology, Technology management, Runtime, Collaborative work, Process design, Spine, 2023 OA procedure",

author = "Anne Lejeune and Muriel Ney and Armin Weinberger and Margus Pedaste and Lars Bollen and Tasos Hovardas and Ulrich Hoppe and Jong, \{Ton de\}",

year = "2009",

month = jul,

day = "17",

doi = "10.1109/ICALT.2009.100",

language = "English",

isbn = "978-0-7695-3711-5",

series = "IEEE International Conference on Advanced Learning Technologies, ICALT",

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note = "9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009, ICALT ; Conference date: 15-07-2009 Through 17-07-2009",

}

Lejeune, A, Ney, M, Weinberger, A, Pedaste, M, Bollen, L, Hovardas, T, Hoppe, U & Jong, TD 2009, Learning Activity Spaces: Towards Flexibility in Learning Design? in 2009 Ninth IEEE International Conference on Advanced Learning Technologies., 5194269, IEEE International Conference on Advanced Learning Technologies, ICALT, no. 9, vol. 2009, IEEE, Piscataway, NJ, pp. 433-437, 9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009, Riga, Latvia, 15/07/09. https://doi.org/10.1109/ICALT.2009.100

Learning Activity Spaces: Towards Flexibility in Learning Design? / Lejeune, Anne; Ney, Muriel; Weinberger, Armin et al.
2009 Ninth IEEE International Conference on Advanced Learning Technologies. Piscataway, NJ: IEEE, 2009. p. 433-437 5194269 (IEEE International Conference on Advanced Learning Technologies, ICALT; Vol. 2009, No. 9).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

TY - GEN

T1 - Learning Activity Spaces

T2 - 9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009

AU - Lejeune, Anne

AU - Ney, Muriel

AU - Weinberger, Armin

AU - Pedaste, Margus

AU - Bollen, Lars

AU - Hovardas, Tasos

AU - Hoppe, Ulrich

AU - Jong, Ton de

N1 - Conference code: 9

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N2 - Designing a computer-supported learning scenario involving a constructivist approach of learning lays on a paradox. On the one hand, learning flows must be precisely described - including role distribution, required resources, tools, and scaffolds - to be realized in computer-supported environments. On the other hand, a fine-grained formalization of learning flows diverges from the constructivist notion of learning that learners are responsible for their knowledge (co-)construction. This paper draws upon the fundaments of a new concept so called ldquolearning activity spacerdquo (LAS) aiming at realizing some necessary flexibility when designing learning scenarios. LAS is the basis of a graphical scenario modeling language intelligible for non-computer scientists but still rich enough in detail to describe a large set of computer-supported learning scenarios.

AB - Designing a computer-supported learning scenario involving a constructivist approach of learning lays on a paradox. On the one hand, learning flows must be precisely described - including role distribution, required resources, tools, and scaffolds - to be realized in computer-supported environments. On the other hand, a fine-grained formalization of learning flows diverges from the constructivist notion of learning that learners are responsible for their knowledge (co-)construction. This paper draws upon the fundaments of a new concept so called ldquolearning activity spacerdquo (LAS) aiming at realizing some necessary flexibility when designing learning scenarios. LAS is the basis of a graphical scenario modeling language intelligible for non-computer scientists but still rich enough in detail to describe a large set of computer-supported learning scenarios.

KW - Space technology

KW - Computer science education

KW - Distributed computing

KW - Design automation

KW - Educational technology

KW - Technology management

KW - Runtime

KW - Collaborative work

KW - Process design

KW - Spine

KW - 2023 OA procedure

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PB - IEEE

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ER -

Learning Activity Spaces: Towards Flexibility in Learning Design?

Abstract

Publication series

Conference

Keywords

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Cite this