Reusing IMS-LD Formalized Best Practices in Collaborative Learning Structuring

  1. Hernández-Leo, D. 1
  2. Aseniso-Pérez, J.I. 1
  3. Dimitriadis, Y. 1
  4. Bote-Lorenzo, M.L. 1
  5. Jorrín-Abellán, I.M. 1
  6. Villasclaras-Fernández, E.D. 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Revista:
Advanced Technology for Learning

ISSN: 1710-2251

Año de publicación: 2005

Volumen: 2

Número: 4

Tipo: Artículo

DOI: 10.2316/JOURNAL.208.2005.4.208-0865 GOOGLE SCHOLAR lock_opene-Repositori UPF editor

Otras publicaciones en: Advanced Technology for Learning

Resumen

Designs of CSCL (Computer Supported Collaborative Learning)/nactivities should be flexible, effective and customizable to/nparticular learning situations. On the other hand, structured/ndesigns aim to create favourable conditions for learning. Thus,/nthis paper proposes the collection of representative and broadly/naccepted (best practices) structuring techniques in collaborative learning. With the aim of establishing a conceptual common ground among collaborative learning practitioners and software/ndevelopers, and reusing the expertise that best practices/nrepresent, the paper also proposes the formulation of these techniques as patterns: the so-called CLFPs (Collaborative/nLearning Flow Patterns). To formalize these patterns, we have/nchosen the educational modelling language IMS Learning Design (IMS-LD). IMS-LD has the capability to specify many of the collaborative characteristics of the CLFPs. Nevertheless, the language bears limited capability for describing the services that mediate interactions within a learning activity and the specification of temporal or rotated roles. This analysis is/ndiscussed in the paper, as well as our approaches towards the/ndevelopment of a system capable of integrating tools using IMSLD/nscripts and a CLFP-based Learning Design authoring tool.

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