design
M.I.T. Introduction to Design
This M.I.T. course on design is available for free through the web platform OER Commons, and provides an excellent resource for guiding the creative design process following the scientific method and peer review. Students learn to complete projects according to schedule and within a specific budget, as they create, design, build, and test their product ideas.
Progettare e sviluppare applicazioni di apprendimento mobile nell’ambito di team di studenti di diversi paesi
Questo articolo descrive un progetto di collaborazione internazionale in cui alcuni studenti di diverse università hanno progettato e sviluppato applicazioni di apprendimento mobile lavorando insieme in team interdisciplinari e usando media sociali e mobili. Gli autori descrivono il concetto, lo svolgimento e i risultati di questa collaborazione, prendendo in considerazione anche le difficoltà della progettazione e dello sviluppo di applicazioni di apprendimento mobile in team virtuali.
Workshop on Collaborative learning as design activity
The general themes are: interfaces supporting learning and empirical studies of active learners, and the specific theme is Wiki-inspired collaborative learning systems that combine the best ideas of visual models, end-user modifiable interfaces and collaborative inquiry environments.
Interactive learning environments invite a broad spectrum of participation. On one end of are interactive models of complex phenomena. For example in science learning, simulations of natural and artificial (mechanical, electrical, etc.) phenomena can be an effective way to represent complex relationships underlying a scientific law. On the other end, social learning environments stimulate discussion of ideas and clarification of issues by a process of collaborative inquiry, often guided by more knowledgeable people (e.g. teachers, mentors, and parents). Whereas individual learning refers to the difference between what a learner can perform independently compared to what he or she previously could perform only by guidance (“knowledge in the head”), social learning refers to what a group of learners can produce together as well as the process leading up to it (“knowledge in the world”).
Social media have enabled interactive learning environments to more fully reach the “social end” of the spectrum, whereas advances in user interface and interaction techniques for ubiquitous computing and mobile devices have improved access to and manipulation of models of scientific phenomena. It is when users become content producers and not merely consumers of information and the power and control are shifted from designated experts to a broader network of competent practitioners that the learning potential of social media will be fully realized. Thus, we feel that by combining interactive models with social sharing (or applying wiki principles to interactive learning environments) may prove invaluable in designing collaborative learning systems. In other words we aim for multiple perspectives on collaborative learning as a design activity.
Designs for Learning
The journal is at the crossroad of theoretical development and empirical examples related to learning resources, transformation processes, learning environments and digital resources. The subject areas covered include learning designs and resources, multimodal texts, didactic science and pedagogy.
Aalto University presented by CNBC Europe
Study on Knowledge Maturing in Europe
The MATURE Integrating Project is based on the concept of knowledge maturing (KM): goal-oriented learning on a collective level. The project investigates how KM takes place within and across organisations, what barriers are encountered and how socio-technical solutions overcome those barriers.
ARPLE11 - Awareness and Reflection in Personal Learning Environments
The workshop aims to attract participants from educational science, psychology, social science, computer science, and design to challenge the understanding of the research fields of awareness and reflection in Personal Learning Environments. We also aim to attract developers from academia and economy that implement personalizable learning environments. The workshop might attract researchers from the projects ROLE, MATURE, MIRROR, ImREAL, LTfLLL, STELLAR.
Atelier-D - Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design
The project will look at the development of a virtual design studio space to support student learning throughout the design programme
Sistemi di supporto per lo sviluppo professionale continuo e online
I processi di sviluppo individuali interconnessi che vengono effettuati in un ambiente online presentano una caratteristica speciale, che costituisce un prerequisito essenziale per lo sviluppo di un sistema di supporto. Abbiamo individuato quattro differenze tra i sistemi d’insegnamento formali e i sistemi di supporto di cui occorre tenere conto per la progettazione di un sistema basato sugli ambienti online e i media sociali. Tali differenze sono: 1) da contenuti pre-prodotti a contenuti generati dagli utenti, 2) da motivazioni individuali per la scelta dei temi a interessi comuni di qualifica, 3) da una durata limitata a un’attività continua e sostenibile, 4) da aree tematiche e materie a una prospettiva allargata sulle competenze dei partecipanti.
Sulla base dei quattro prerequisiti, vengono presentate alcune caratteristiche fondamentali di un sistema di supporto. Il sistema è basato su forme esistenti di ambienti online, che vengono però sviluppate ulteriormente e supportate in modo metodico e sistematico. Un sistema di supporto può consistere in una combinazione di ambienti di apprendimento personali (PLE) individuali, coordinati mediante comunità di apprendimento online (OLC) condivise o una rete di apprendimento personale (PLN). Una metodologia elaborata basata su modalità di lavoro circolari supporta processi nei vari media e aiuta le persone a progredire nel proprio sviluppo individuale.