Learning design Rashomon II: exploring one lesson through multiple tools

  • Luis P. Prieto University of Valladolid
  • Yannis Dimitriadis University of Valladolid
  • Brock Craft London Knowledge Lab - Institute of Education
  • Michael Derntl RWTH Aachen University
  • Valérie Émin École Normale Supérieure de Lyon
  • Mary Katsamani University of Piraeus
  • Diana Laurillard London Knowledge Lab - Institute of Education
  • Elizabeth Masterman University of Oxford
  • Symeon Retalis University of Piraeus
  • Eloy Villasclaras Open University UK
DOI: https://doi.org/10.3402/rlt.v21i0.20057
Keywords: learning design, authoring tools, inquiry learning, personal inquiry

Abstract

An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative – an inquiry-based learning lesson on healthy eating aimed at secondary-school students – from different perspectives, in a manner inspired by the plot structure of Kurosawa’s film “Rashomon”. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products’ output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.

Keywords: learning design; authoring tools; inquiry learning; personal inquiry

(Published: 16 September 2013)

Citation: Research in Learning Technology Supplement 2013, 21: 20057 - http://dx.doi.org/10.3402/rlt.v21i0.20057

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Author Biographies

Luis P. Prieto, University of Valladolid
Luis P. Prieto received his M.Sc. in telecommunications engineering in 2001, and worked in the industry as a research and development engineering for nine years. After that, he switched to academia, receiving his Ph.D. degree in information and communication technologies in 2012. He is currently a researcher at the GSIC-EMIC multi-disciplinar group in the University of Valladolid (Spain). His main research interests include the orchestration of TEL and CSCL activities, tangible and paper computing interfaces, and the usage of professional development to support technological change.
Yannis Dimitriadis, University of Valladolid
Yannis A. Dimitriadis received the B.S. degree from the National Technical University of Athens, Greece, in 1981, the M.S. degree from the University of Virginia, Charlottesville, in 1983, and the Ph. D. degree from the University of Valladolid, Spain, in 1992, all in telecommunications engineering. He is currently Full Professor of Telematics Engineering at the University of Valladolid. His research interests include technological support to learning and work processes, computer networks, as well as machine learning. Dr. Dimitriadis is a Senior Member of the IEEE Computer and Education Societies, as well as of the Association for Computing Machinery.
Brock Craft, London Knowledge Lab - Institute of Education
Brock Craft received a PhD in Computer Science at University College London in 2007 and earned an MS in Human-Computer Interaction from DePaul University (Chicago) in 2001. His BA was in digital imaging and photography at Columbia College Chicago. For 10 years he was a network architect and worked for a Fortune 100 manufacturing subsidiary. He has an extensive background in visual design and development for web-based and visual interfaces. His areas of specialist knowledge are Information Visualisation, physical computing, and usability.
Michael Derntl, RWTH Aachen University
Dr. Michael Derntl is a Research Associate at the Advanced Community Information Systems (ACIS) group, Information Systems chair, RWTH Aachen University. He holds a PhD in information systems from the University of Vienna. He is currently managing RWTH's research & development contributions in several EC funded projects on roadmapping and analytics for technology-enhanced learning; serious games and game-based learning; scaling-up of informal learning at the workplace; and teacher co-design support in integrated learning design environments. Michael has published extensively in the area of technology enhanced learning, learning design, Web 2.0 and social network analysis.
Valérie Émin, École Normale Supérieure de Lyon
Valérie Emin received a PhD degree in Computer Science from Joseph Fourier University (Grenoble 1 - France) in 2010. She is  a research fellow at the Institut Français de l'Éducation (French Institute of Education, ENS Lyon, France), and member of EducTice-S2HEP research team, based in Lyon (France). She coordinates since 2008 a research project on pedagogical scenario design in science and technique disciplines in synergy with other researches from the EducTice team in the field of teacher training and learning game design. Her current research topics are "Pedagogical scenarios design" and "Game based learning". She's an associate member of GALA European Network of Excellence for Serious Games.
Mary Katsamani, University of Piraeus
Mary Katsamani is a PhD student at the Department of Digital Systems, in the University of Piraeus, in Greece. Her research interests include learning design, design patterns for technology enhanced learning systems and e-learning technologies. She has participated in European R&D projects such as Educomics, Idspace, and EPBCII. She is a member of the CoSyLab (Computer Supported Learning Engineering Laboratory) at the University of Piraeus while she is working as a School Teacher of Informatics in a public secondary school.
Diana Laurillard, London Knowledge Lab - Institute of Education

Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading research projects on developing a learning design support environment for teachers and trainers, and on software interventions for adult learners with low numeracy and dyscalculia. She is also Assistant Director for Open Mode learning at the Institute of Education, and is Vice Chair of the Association for Learning Technology.
Previous roles include: Head of the e-Learning Strategy Unit at the Department for Education and Skills; Pro-Vice-Chancellor for learning technologies and teaching at The Open University; and consultancies for many education and training organisations. She is on the Boards of the E-Learning Foundation, Supervisory Council for Fern Universität in Germany, and the UNESCO Institute for IT in Education in Moscow.

Elizabeth Masterman, University of Oxford
Elizabeth Masterman is a Senior Researcher attached to the Academic IT Services group in the IT Services department at the University of Oxford. The main focus of her research has been learning design: engaging teachers in the creative, and appropriate, use of digital technologies. She was recently involved in the Learning Design Support Environment (LDSE) project funded by the ESRC/EPSRC and led by the Institute of Education. She has also conducted research into the uptake of open educational resources (OER) by lecturers in HE and into the student experience.
Symeon Retalis, University of Piraeus
Dr. Symeon Retalis is Associate professor at the Department of Digital Systems, University of Piraeus in Greece. His research interests lie on e-learning design patterns, the development of interactive learning systems, web engineering, and human computer interaction.  He has coordinated and participated in various European R & D projects in the field of technology enhanced learning such as Educomics, SAILS, IdSpace,  TELL, ELEN, etc. He serves in the editorial board of international journals such as Computers in Human Behavior, Journal of Educational Technology and Society, and ACM Computing Reviews. He is also director of the CoSyLab (Computer Supported Learning Engineering Laboratory) which has strong links with e-learning vendors like Intel, Microsoft, Smart Technologies and others.
Eloy Villasclaras, Open University UK
Eloy Villasclaras received the M.Sc. degree in Telecommunications Engineering from the University of Valladolid in 2005, where he also completed his Ph.D. in 2010. He is currently a Research Fellow at the Institute of Educational Technology of the Open University in the UK. His research interests include the technological support to the design of assessment, especially in computer-supported collaborative learning, as well as in technologies to support inquiry-based learning.
Published
2013-09-16
How to Cite
Prieto L. P., Dimitriadis Y., Craft B., Derntl M., Émin V., Katsamani M., Laurillard D., Masterman E., Retalis S., & Villasclaras E. (2013). Learning design Rashomon II: exploring one lesson through multiple tools. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.20057
Issue
Vol. 21 (2013)
Section
Supplement 1, 2013 - The art and science of learning design

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