Muriel Garreta Domingo

Many current authors point toward the heightening of networked individualism and how this affects community creation and engagement. This trend poses strong challenges to the potential beneficial effects of collective intelligence. Education is one of the realms that can strongly suffer from this globalized individualism. Learning is deeply enhanced by social interactions and losing this social dimension will have long-lasting effects in future generations. Networked learning is also a… Mostrar más

Many current authors point toward the heightening of networked individualism and how this affects community creation and engagement. This trend poses strong challenges to the potential beneficial effects of collective intelligence. Education is one of the realms that can strongly suffer from this globalized individualism. Learning is deeply enhanced by social interactions and losing this social dimension will have long-lasting effects in future generations. Networked learning is also a by-product of our societal context, but not per se individual. Our paper presents a case—the HANDSON massive open online course (MOOC)—in which a purposely designed learning environment fosters the emergence of a kind of collective intelligence which, by the learners own accord, brings about a heightened sense of community. The MOOC’s design managed to enable individual learning paces without killing the social dimension. Thus, we argue that when learning together intentionally and informally in networked online environments, small and temporary communities (pop-up communities we call them) will form. This nascent sense of community is a first step that will ultimately contribute to the common good. Mostrar menos

Recently, Massive Open Online Courses (MOOCs) have been proposed as relevant instruments for professional development. This paper reports on two editions of the HANDSON MOOC for teacher professional devel‐ opment. The MOOCs use the Learning Design Studio methodology as a peda‐ gogical framework, the Integrated Learning Design Environment (ILDE) as the design infrastructure, and Moodle and Canvas as delivery platforms. The paper summarizes the design of both MOOCs, including the supporting… Mostrar más

Recently, Massive Open Online Courses (MOOCs) have been proposed as relevant instruments for professional development. This paper reports on two editions of the HANDSON MOOC for teacher professional devel‐ opment. The MOOCs use the Learning Design Studio methodology as a peda‐ gogical framework, the Integrated Learning Design Environment (ILDE) as the design infrastructure, and Moodle and Canvas as delivery platforms. The paper summarizes the design of both MOOCs, including the supporting technologies, and presents an analysis of the evolution of teachers’ perceived level of conform with approach and tooling. Data is collected in weekly and final surveys. The results show a general satisfactory level of conform in both MOOCs, which is especially high the last two weeks. Mostrar menos

In this work we present a teaching support action – Course Sprint - for the design and implementation of a course in a new virtual classroom. A Course Sprint is an intense and collaborative activity that brings together educators and instructional designers experts in teaching and learning technologies. The main objective is to create or redesign a set of learning activities considering the defined learning objectives and competences in the teaching program using creative thinking. The need of… Mostrar más

In this work we present a teaching support action – Course Sprint - for the design and implementation of a course in a new virtual classroom. A Course Sprint is an intense and collaborative activity that brings together educators and instructional designers experts in teaching and learning technologies. The main objective is to create or redesign a set of learning activities considering the defined learning objectives and competences in the teaching program using creative thinking. The need of such an activity originated with the deployment of a new learning environment: how to get teachers to adopt this updated virtual environment for teaching and learning? The new classroom is activity-centered as opposed to calendar-centered and, therefore, requires teachers to change the design of the course and the learning activities. Mostrar menos

The methodology of "personas" is a well-known procedure and very often used for characterizing target users in user-centered design projects. Very often, personas are represented by a picture. This paper introduces a different approach to present the results of a user analysis study with the goal to increase assimilation and comprehension of a project’s personas. We believe that creating and developing a new concept enhancing “personas” with their context, giving less importance to the image of… Mostrar más

The methodology of "personas" is a well-known procedure and very often used for characterizing target users in user-centered design projects. Very often, personas are represented by a picture. This paper introduces a different approach to present the results of a user analysis study with the goal to increase assimilation and comprehension of a project’s personas. We believe that creating and developing a new concept enhancing “personas” with their context, giving less importance to the image of the person with a silhouette and adding an image of their main scenarios can make more impact in our organizations. To verify our idea we conducted a study to evaluate which format - "personas" with a picture and "personas" with their contexts – worked better. Mostrar menos

The User-centered design (UCD) Gymkhana is a tool for human-computer interaction practitioners to demonstrate through a game the key user-centered design methods and how they interrelate in the design process. The target audiences are other organizational departments unfamiliar with UCD but whose work is related to the definition, creation, and update of a product or service.

Available at: https://www.researchgate.net/publication/43669299_User-Centered_Design_Gymkhana