EAI Endorsed Transactions on e-Learning 14(4): e5

Research Article

Design of Learning Activities – Pedagogy, Technology and Delivery Trends

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  • @ARTICLE{10.4108/el.1.4.e5,
        author={Dulce Mota and Lu\^{\i}s Paulo Reis and Carlos Vaz de Carvalho},
        title={Design of Learning Activities -- Pedagogy, Technology and Delivery Trends},
        journal={EAI Endorsed Transactions on e-Learning},
        volume={14},
        number={4},
        publisher={ICST},
        journal_a={EL},
        year={2014},
        month={12},
        keywords={computer-based teaching-learning systems, learning design scenarios, teaching-learning activities, educational tools, design tools, ontologies.},
        doi={10.4108/el.1.4.e5}
    }
    
  • Dulce Mota
    Luís Paulo Reis
    Carlos Vaz de Carvalho
    Year: 2014
    Design of Learning Activities – Pedagogy, Technology and Delivery Trends
    EL
    ICST
    DOI: 10.4108/el.1.4.e5
Dulce Mota1,2,*, Luís Paulo Reis3, Carlos Vaz de Carvalho2
  • 1: FEUP - Faculty of Engineering, University of Porto, ISEP - School of Engineering, Polytechnic of Porto, and GILT – Graphics, Interaction and Learning Technologies, Porto, Portugal
  • 2: ISEP - School of Engineering, Polytechnic of Porto and GILT – Graphics, Interaction and Learning Technologies, Porto, Portugal
  • 3: EEUM/DSI – School of Engineering, University of Minho, Information Systems Department, Guimarães, Portugal and LIACC – Artificial Intelligence and Computer Science Lab, Porto, Portugal
*Contact email: mdm@isep.ipp.pt

Abstract

There are many questions that must be addressed in the design of teaching-learning situations/scenarios. They include: how to adapt content/activities to learner´s specific needs; how to plan corrective feedback; how to fit teaching-learning-assessment techniques to a specific educational context; how to choose the educational tools more appropriate to a teaching-learning-assessment method; how to choose a language to express a pedagogical model; how to adequate the teaching-learning-assessment activities deployment to a specific educational format (distance, face-to-face or blending learning). Currently, educators, teachers included, are faced with those questions and therefore the development of teaching-learning systems is vital to help them in the design of learning situations in order to alleviate their burden in preparing lessons or teaching-learning activities. This paper presents an overview of a set of mechanisms that can help educators taking informed decisions when designing teaching-learning scenarios. To this end, a survey of the most relevant computer-based teaching-learning systems since 1960 along with developments in the learning and the instruction domains are presented. In addition, reflections on educational material design, teaching-learning activities more specifically, are also introduced. Those considerations aim at bridging the gap between relevant theoretical aspects and the teachers’ daily activities in the design of teaching-learning scenarios. Finally, this paper introduces our proposed model for automatic recommendation of teaching-learning techniques to support teachers in designing of teaching-learning activities.