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 journalArticleAcademicpeer-review

35 Citations (Scopus)
34 Downloads (Pure)

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

Keywords

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

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