%0 Book Section %1 conole2008role %A Conole, Grainne %B Handbook of research on learning design and learning objects: Issues, applications and technologies %D 2008 %K artefacts design learning %T The role of mediating artefacts in learning design %U http://titan.tel.uva.es/wikis/yannis/images/d/d2/Conole_08.pdf %X The chapter provides a theoretical framework for understanding learning activities, centering on two key aspects: (1) the capture and representation of activities and (2) mechanisms for scaffolding the design process, which is introduced here as a formal methodology for learning design. The chapter begins by describing how information can be abstracted from learning activities via a range of different forms of representation (models, iconic diagrams, textual case studies, etc.), which are defined here as ‘mediating artefacts.’ It discusses how different mediating artefacts can be used to inform the process of designing a new learning activity. It augments and provides an illustration of the theoretical arguments developed in the chapter by summarizing some of the findings from relevant research on learning design and uses the DialogPlus toolkit as a case study and an example of a mediating artefact that can be used to support the design of a learning activity. The toolkit includes examples of learning activities (i.e., representations of activities as outlined in 1 above) as well as guidelines and support (i.e., mechanisms for scaffolding the design process as outline in 2 above). The chapter argues that this approach to learning design, which centres on the concept of mediating artefacts and their role in the design process, can be used as a descriptive framework for describing the dynamics, processes, and different aspects involved in learning design.

@incollection{conole2008role, abstract = {The chapter provides a theoretical framework for understanding learning activities, centering on two key aspects: (1) the capture and representation of activities and (2) mechanisms for scaffolding the design process, which is introduced here as a formal methodology for learning design. The chapter begins by describing how information can be abstracted from learning activities via a range of different forms of representation (models, iconic diagrams, textual case studies, etc.), which are defined here as ‘mediating artefacts.’ It discusses how different mediating artefacts can be used to inform the process of designing a new learning activity. It augments and provides an illustration of the theoretical arguments developed in the chapter by summarizing some of the findings from relevant research on learning design and uses the DialogPlus toolkit as a case study and an example of a mediating artefact that can be used to support the design of a learning activity. The toolkit includes examples of learning activities (i.e., representations of activities as outlined in 1 above) as well as guidelines and support (i.e., mechanisms for scaffolding the design process as outline in 2 above). The chapter argues that this approach to learning design, which centres on the concept of mediating artefacts and their role in the design process, can be used as a descriptive framework for describing the dynamics, processes, and different aspects involved in learning design.}, added-at = {2010-08-03T21:51:37.000+0200}, author = {Conole, Grainne}, biburl = {https://www.bibsonomy.org/bibtex/249730b1bb1af7c8afc9744cfb8dd0dec/yish}, booktitle = {Handbook of research on learning design and learning objects: Issues, applications and technologies}, interhash = {2ab2e7fec5b7fe0c4ca4d37a55ef29b1}, intrahash = {49730b1bb1af7c8afc9744cfb8dd0dec}, keywords = {artefacts design learning}, timestamp = {2010-08-03T21:51:37.000+0200}, title = {The role of mediating artefacts in learning design}, url = {http://titan.tel.uva.es/wikis/yannis/images/d/d2/Conole_08.pdf}, year = 2008 }