Using scenarios to design complex technology-enhanced learning environments

Ton de Jong, Armin Weinberger, Isabelle Girault, Anders W. Kluge, Ard W. Lazonder, Margus Pedaste, Sten Ludvigsen, Muriel Ney, Barbara Wasson, Astrid Wichmann, Caspar Geraedts, Adam Giemza, Tasos Hovardas, Rachel Julien, Wouter R. van Joolingen, Anne Lejeune, Constantinos C. Manoli, Yuri Matteman, Tago Sarapuu, Alex VerkadeVibeke Vold, Zacharias C. Zacharia

Research output: Contribution to journal › Article › Academic › peer-review

34 Citations (Scopus)
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Abstract

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.
Original languageEnglish
Pages (from-to)883-901
JournalEducational technology research and development
Volume60
Issue number5
DOIs
Publication statusPublished - 16 Jun 2012

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learning environment
Students
scenario
science
learning process
learning
student
infrastructure
experience

Keywords

  • Instructional design
  • Open learning environments
  • Learning by design
  • Inquiry learning
  • Collaborative learning

Cite this

de Jong, T., Weinberger, A., Girault, I., Kluge, A. W., Lazonder, A. W., Pedaste, M., ... Zacharia, Z. C. (2012). Using scenarios to design complex technology-enhanced learning environments. Educational technology research and development, 60(5), 883-901. https://doi.org/10.1007/s11423-012-9258-1
de Jong, Ton ; Weinberger, Armin ; Girault, Isabelle ; Kluge, Anders W. ; Lazonder, Ard W. ; Pedaste, Margus ; Ludvigsen, Sten ; Ney, Muriel ; Wasson, Barbara ; Wichmann, Astrid ; Geraedts, Caspar ; Giemza, Adam ; Hovardas, Tasos ; Julien, Rachel ; van Joolingen, Wouter R. ; Lejeune, Anne ; Manoli, Constantinos C. ; Matteman, Yuri ; Sarapuu, Tago ; Verkade, Alex ; Vold, Vibeke ; Zacharia, Zacharias C. / Using scenarios to design complex technology-enhanced learning environments. In: Educational technology research and development. 2012 ; Vol. 60, No. 5. pp. 883-901.
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de Jong, T, Weinberger, A, Girault, I, Kluge, AW, Lazonder, AW, Pedaste, M, Ludvigsen, S, Ney, M, Wasson, B, Wichmann, A, Geraedts, C, Giemza, A, Hovardas, T, Julien, R, van Joolingen, WR, Lejeune, A, Manoli, CC, Matteman, Y, Sarapuu, T, Verkade, A, Vold, V & Zacharia, ZC 2012, 'Using scenarios to design complex technology-enhanced learning environments', Educational technology research and development, vol. 60, no. 5, pp. 883-901. https://doi.org/10.1007/s11423-012-9258-1

Using scenarios to design complex technology-enhanced learning environments. / de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders W.; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

In: Educational technology research and development, Vol. 60, No. 5, 16.06.2012, p. 883-901.

Research output: Contribution to journal › Article › Academic › peer-review

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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

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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

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ER -

de Jong T, Weinberger A, Girault I, Kluge AW, Lazonder AW, Pedaste M et al. Using scenarios to design complex technology-enhanced learning environments. Educational technology research and development. 2012 Jun 16;60(5):883-901. https://doi.org/10.1007/s11423-012-9258-1

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