TY - JOUR
T1 - Using scenarios to design complex technology-enhanced learning environments
AU - de Jong, Ton
AU - Weinberger, Armin
AU - Girault, Isabelle
AU - Kluge, Anders W.
AU - Lazonder, Ard W.
AU - Pedaste, Margus
AU - Ludvigsen, Sten
AU - Ney, Muriel
AU - Wasson, Barbara
AU - Wichmann, Astrid
AU - Geraedts, Caspar
AU - Giemza, Adam
AU - Hovardas, Tasos
AU - Julien, Rachel
AU - van Joolingen, Wouter R.
AU - Lejeune, Anne
AU - Manoli, Constantinos C.
AU - Matteman, Yuri
AU - Sarapuu, Tago
AU - Verkade, Alex
AU - Vold, Vibeke
AU - Zacharia, Zacharias C.
PY - 2012/6/16
Y1 - 2012/6/16
N2 - Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments.
AB - Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments.
KW - Instructional design
KW - Open learning environments
KW - Learning by design
KW - Inquiry learning
KW - Collaborative learning
U2 - 10.1007/s11423-012-9258-1
DO - 10.1007/s11423-012-9258-1
M3 - Article
VL - 60
SP - 883
EP - 901
JO - Educational technology research and development
JF - Educational technology research and development
SN - 1042-1629
IS - 5
ER -