ABSTRACT

The research field of Learning Design (LD) has been active for some time now, but several questions remain open for the scientific community. In particular, the article tackles issues that have been core concerns in LD over the years: (1) how to support the different phases of the LD process; (2) what representations should be used in the various steps; and (3) to what extent should digital LD tools be structured or flexible, either guiding the teacher/designer or leaving them free to pursue their own design path and style. The authors investigated these open questions through an LD tool called the Pedagogical Planner. This tool has been evaluated in authentic contexts with the goal of providing input for the ongoing debate. Evaluation has focused on the perceptions and actual usage by teachers, generating significant evaluative data to be used as a spur for further reflection on LD.

摘要

学习设计（LD）的研究领域已经活跃了一段时间，但是仍有一些问题需要科学界关注。特别是，该文章解决了多年来一直是LD核心问题的问题：（1）如何支持LD流程的不同阶段；（2）在各个步骤中应使用什么表示；（3）指导教师/设计师或让他们自由地追求自己的设计道路和风格，数字LD工具应在多大程度上结构化或灵活化。作者通过称为“教学计划者”的LD工具调查了这些悬而未决的问题。该工具已在真实的环境中进行了评估，目的是为正在进行的辩论提供输入。评估的重点是教师的看法和实际使用情况，