Pedagogical planning and sustainability of learning actions: the Iamel system
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Dec 31, 2011
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Abstract
This paper focuses on pedagogical planning; it presents IAMEL (teaching and learning Mathematics and e-learning), an ICT-based system designed and developed by ITD-CNR in the framework of the PRIN 2007 project “E-learning and the teaching and learning of mathematics”. IAMEL is aimed at supporting teachers in the process of designing, structuring and planning educational activities. It is intended to describe, at different levels of granularity, the playing out of a learning situation encompassing a number of different activities designed for pursuing specific educational objectives.
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References
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Dalziel J. (2003). Implementing learning design: the learning activity management system (LAMS). In G. Crisp, D. Thiele, I. Scholten, S. Barker, J. Baron (eds.). Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). Interact, Integrate, Impact (Adelaide, Australia, 7-10 dicembre 2003). ASCILITE, pp. 593-596, URL: http://www.ascilite.org.au/conferences/adelaide03/docs/pdf/593.pdf (ultima consultazione settembre 2011).
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Monaghan J. (2004). Teachers’ activities in technology-based mathematics lessons. International Journal of Computers for Mathematical Learning, 9 (3), pp. 327-357.
Olimpo G., Bottino R.M., Earp J., Ott M., Pozzi F., Tavella M. (2010). Pedagogical plans as communication oriented objects. Computers & Education, 55, pp. 476-488.
Pernin J.P. (2007). Mieux articuler activités pour l’apprentissage, artefacts logiciels et connaissances : vers un modèle d’ingénierie centré sur le concept de scenario. In M. Baron, D. Guin, L. Trouche (eds.). Environnements informatisés et ressources numériques pour l’apprentissag : conception et usages, regards croisés. Paris: Éditions Hermès, pp. 161-190.
Petrides L., Nguyen L., Jimes C., Karaglani A. (2008). Open educational resources: inquiring into author use and reuse. International Journal of Technology Enhanced Learning, 1 (1/2), pp. 98-117.
Philip J., Dalziel R (2004). Designing activities for student learning using the Learning Activity Management System (LAMS). Acquiring and Constructing Knowledge Through Human-Computer Interaction: Creating new visions for the future of learning. In Proceedings of ICCE, International Conference on Computers in Education Conference (Melbourne, Australia, 30 novembre – 3 Dicembre 2004). Melbourne, Australia: RMIT University.
Pozzi F., Earp J. (2006). Approaching pedagogical planning in learning design. In A. Méndez-Vilas et al. (eds.). Proceedings of IV International Conference on Multimedia and Information & Communication Technologies in Education (m-ICTE2006). Current Developments in Technology-Assisted Education (Siviglia, 22-25 Novembre 2006), 1. Badajoz, Spagna: Formatex, pp. 281-286.
Robertson L., Hughes J. (2010) The teachers they are becoming: multiple literacies in teacher pre-service. International Journal of Knowledge Society Research, IJKSR, 1 (2), pp. 38-49.
van Es R., Koper R. (2005). Testing the pedagogical expressiveness of IMS LD. Educational Technology & Society, 9 (1), pp. 229-249.
Bailey C., Zalfan M. T., Davis H. C., Fill K., Conole G. (2006). Panning for gold: designing pedagogically-inspired learning nuggets. Educational Technology & Society, 9 (1), pp. 113-122.
Benigno V., Ott M., Puddu F., Tavella M. (2004). Netform: an online support system for teachers. In N. Callaos, W. Lesso, B. Sanchez (eds.). Proceedings of the 8th World Multi-Conference on Systemics, Cybernetics and Informatics, SCI2004 (Orlando, FL, USA, 18-21 luglio 2004), I, pp 85-90.
Bottino R.M. (2004). The evolution of ICT-based learning environments: which perspectives for the school of the future?. British Journal of Educational Technology, 35 (5), pp. 553-567.
Dalziel J. (2003). Implementing learning design: the learning activity management system (LAMS). In G. Crisp, D. Thiele, I. Scholten, S. Barker, J. Baron (eds.). Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). Interact, Integrate, Impact (Adelaide, Australia, 7-10 dicembre 2003). ASCILITE, pp. 593-596, URL: http://www.ascilite.org.au/conferences/adelaide03/docs/pdf/593.pdf (ultima consultazione settembre 2011).
De Corte E. (1996). Changing views of computer supported learning environments for the acquisition of knowledge and thinking skills. In S. Vosniadou, E. De Corte, R. Glaser, H. Mandl (eds.). International perspectives on the designing of technology-supported learning environments. Mahwah, NJ, USA: Lawrence Erlbaum Associates, pp. 129-145.
Earp J., Pozzi F. (2006). Fostering reflection in ICT-based pedagogical Planning. In R. Philip, A. Voerman, J. Dalziel (eds.). Proceedings of the First International LAMS Conference 2006. Designing the Future of Learning (Sydney, 6-8 Dicembre 2006). Sydney : LAMS Foundation, pp. 35-44.
Grasha A.F., Yangarber-Hicks N. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48 (1), pp. 2-10.
Griffiths D., Blat J. (2005). The role of teachers in editing and authoring units of learning using IMS learning design. International Journal on Advanced Technology for Learning (ATL). Special issue on Designing learning activities: from content-based to context-based learning services, 2 (3), ottobre.
Klironomos I., Antona M., Basdekis I., Stephanidis C., EDeAN Secretariat for 2005 (2006). White Paper: Promoting Design for All and e-accessibility in Europe. Universal Access in the Information Society, 5 (1), pp. 105-119.
Koper R. (2006).Current research in Learning Design. Educational Technology & Society, 9 (1), pp. 13-22.
Koper R., Olivier B. (2004). Representing the learning design of units of learning. Educational Technology & Society, 7 (3), pp. 97-111.
McAndrew P., Goodyear P., Dalziel J. (2006). Patterns, designs and activities: unifying descriptions of learning structures. International Journal of Learning Technology, 2 (2/3), pp. 216-242.
Monaghan J. (2004). Teachers’ activities in technology-based mathematics lessons. International Journal of Computers for Mathematical Learning, 9 (3), pp. 327-357.
Olimpo G., Bottino R.M., Earp J., Ott M., Pozzi F., Tavella M. (2010). Pedagogical plans as communication oriented objects. Computers & Education, 55, pp. 476-488.
Pernin J.P. (2007). Mieux articuler activités pour l’apprentissage, artefacts logiciels et connaissances : vers un modèle d’ingénierie centré sur le concept de scenario. In M. Baron, D. Guin, L. Trouche (eds.). Environnements informatisés et ressources numériques pour l’apprentissag : conception et usages, regards croisés. Paris: Éditions Hermès, pp. 161-190.
Petrides L., Nguyen L., Jimes C., Karaglani A. (2008). Open educational resources: inquiring into author use and reuse. International Journal of Technology Enhanced Learning, 1 (1/2), pp. 98-117.
Philip J., Dalziel R (2004). Designing activities for student learning using the Learning Activity Management System (LAMS). Acquiring and Constructing Knowledge Through Human-Computer Interaction: Creating new visions for the future of learning. In Proceedings of ICCE, International Conference on Computers in Education Conference (Melbourne, Australia, 30 novembre – 3 Dicembre 2004). Melbourne, Australia: RMIT University.
Pozzi F., Earp J. (2006). Approaching pedagogical planning in learning design. In A. Méndez-Vilas et al. (eds.). Proceedings of IV International Conference on Multimedia and Information & Communication Technologies in Education (m-ICTE2006). Current Developments in Technology-Assisted Education (Siviglia, 22-25 Novembre 2006), 1. Badajoz, Spagna: Formatex, pp. 281-286.
Robertson L., Hughes J. (2010) The teachers they are becoming: multiple literacies in teacher pre-service. International Journal of Knowledge Society Research, IJKSR, 1 (2), pp. 38-49.
van Es R., Koper R. (2005). Testing the pedagogical expressiveness of IMS LD. Educational Technology & Society, 9 (1), pp. 229-249.