Learning Activity Spaces: Towards Flexibility in Learning Design?

Designing a computer-supported learning scenario involving a constructivist approach of learning lays on a paradox. On the one hand, learning flows must be precisely described – including role distribution, required resources, tools, and scaffolds – to be realized in computer-supported environments. On the other hand, a fine-grained formalization of learning flows diverges from the constructivist notion of learning that learners are responsible for their knowledge (co-)construction. This paper draws upon the fundaments of a new concept so called “Learning Activity Space” (LAS) aiming at realizing some necessary flexibility when designing learning scenarios. LAS is the basis of a graphical scenario modeling language intelligible for non-computer scientists but still rich enough in detail to describe a large set of computer-supported learning scenarios.

• Type: Conference
• Year: 2009
• Where: ICALT
• Authors: Anne Lejeune, Muriel Ney, Armin Weinberger, Margus Pedaste, Lars Bollen, Tasos Hovardas, Ulrich Hoppe, Ton de Jong
• Keywords: Computer-supported Environments, Computer-supported Learning Scenarios, ICALT 2009, Learning Activity Space, Machine Learning