Paper presented at 18th Annual International Conference on Education - 16-19 May 2016, Athens, Greece.

1. Production and sharing of learning activities
with technologies:
designing for learning in teacher formation courses
Prof. Dr. Patrícia Scherer Bassani
Feevale University, Brazil
Prof. Msc. Rafael Vescovi Bassani
Unisinos University, Brazil
18th Annual International Conference on Education | 16-19 May 2016 | Athens, Greece

2. “The new field of Learning
Design seeks to develop a
descriptive framework for
teaching and learning
activities (“educational
notation”), and to explore
how this framework can
assist educators to share
and adopt great teaching
ideas”.
(Larnaca Declaration on Learning Design, 2013, p. 5)

3. Engage
with
students
Reflec on
Professional
Development
Design
and Plan
Learning Environment:
Characteristics & Values
External Agencies Institution
Educator Learner
All pedagogical approaches
All disciplines
Educational Philosophy
A range based on assumptions
about the Learning Environment
Theories & Methodologies
Guidance Representation Sharing
Core Concepts of Learning Design
Tools Resources
Implementation
Program
Module
Session
Learning Activities
Level of Granularity
Teaching Cycle
Feedback Assessment Learner Analytics Evaluation
Learner Responses
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Challenge
(Larnaca Declaration on Learning Design, 2013)

4. This study aimed to
promote the reflection on
the use of digital
technologies in an
educational setting and the
production of learning
activities based on
Learning Design concepts.

5. mediation
artefacts
How can one
capture and
represent the
practice?

6. (ZABALA, 1998)
(BEETHAM, 2007)
SEQUENCE OF ACTIVITIES
learning
goals
researchexercise debate
tools &
resources

7. CompendiumLD
Web Instance Collage 2
CADMOS
LD tools

9. CMapTools
Mindomo
Popplet
GoConqr
Mindmaps tools

10. The 7 Cs of Learning Design
Conole, 2016.

11. Qualitative
approach
Teacher
formation
course
The research path
Undergraduate
students were
majoring in
Portuguese/Englis
h
Students coursing the subject
called “New technologies applied
to language learning”
7Cs of
Learning
Design

12. Conceptualise

13. Create, Communicate, Collaborate, and
Consider

14. Combine
Mindomo.com

15. Combine
Goconqr.com

16. Combine
Padlet.com

17. Consolidate

18. The analysis of the production process of learning designs and
its results pointed out important issues:
The definition
of registration
standards.
The possibility
of sharing and
reuse.
The promotion of
teachers as content
producers.

19. The reflection
on the
pedagogical
approach.
The importance
of repositories
for sharing
practices.
The analysis of the production process of learning designs and
its results pointed out important issues:

20. Final considerations
From the point of view of
teaching:
- the 7Cs framework provides
guidelines that can help
teachers to design a learning
activity;
- the selection of resources
fostered the use of OER but
also promoted future teachers
as content producers.
From the point of view of the
production of learning
designs:
- conceptual map tools are easy
to use;
- GoConqr.com allows the
creation, the sharing, and the
reuse of conceptual maps;
- the representation of learning
activities using a mediation
artefact, based on visual
representation, allowed the
students to visualize their
proposal and reflect on it.

21.  Agostinho, S., Bennett, S., Lockyer, L. and Harper, B. 2011. The future of learning design. Learning, Media and
Technology, 36, 2 (June. 2011), 97-99.
 Bassani, P. S. Documentação de atividades de aprendizagem com uso de tecnologias. 2014. In Proceedings of the III
Jornada de Atualização em Informática na Educação (Dourados, Maro Grosso do Sul, Brazil, November 03 - 04,
2014). CBIE '14. SBC, Brazil, 106-143. Retrieved from: http://www.br-
ie.org/pub/index.php/pie/article/view/3155/2669.
 Beetham, H. 2007. An approach to learning activity design. In Rethinking pedagogy for a digital age, H. Beetham
and R. Sharpe, Ed. Routledge. New York, NY, 26-40.
 Conole. G. Designing for learning in an open world. 2013. New York: Springer.
 Conole. G. The 7Cs of Learning Design. 2015. Retrieved from:
https://opennetworkedlearning.files.wordpress.com/2015/05/the-7cs-of-learning-design.pdf
 Conole, G. 2016. The 7Cs of Learning Design. In Learning Design: conceptualising a framework for teaching and
learning online, J. Dalziel, Ed. Routledge. New York, NY, Chapter 6 [Kobo version].
 Dalziel, J., Conole, G., Wills, S. Walker, S, Bennett, S. Dobozy, E, Cameron, L, Badilescu-Buga, E. and Bower, M.
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teaching and learning online, J. Dalziel, Ed. Routledge. New York, NY, Chapter 1 [Kobo version].
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DOI= http://dx.doi.org/10.1787/9789264215696-en.
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 UNESCO. 2015. What are Open Educational Resources (OERs)? Retrieved from:
http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-
resources/what-are-open-educational-resources-oers/

22. Production and sharing of learning
activities with technologies:
designing for learning in teacher
formation courses
Patrícia Scherer Bassani
patriciab@feevale.br
@patriciab
Rafael Vescovi Bassani
rvbassani@unisinos.br