List of results published directly linked with the projects co-funded by the Spanish Ministry of Economy and Competitiveness under the María de Maeztu Units of Excellence Program (MDM-2015-0502).

List of publications acknowledging the funding in Scopus.

The record for each publication will include access to postprints (following the Open Access policy of the program), as well as datasets and software used. Ongoing work with UPF Library and Informatics will improve the interface and automation of the retrieval of this information soon.

The MdM Strategic Research Program has its own community in Zenodo for material available in this repository   as well as at the UPF e-repository   

 

 

Back Asensio-Pérez, J. I., Dimitriadis, Y., Pozzi, F., Hernández-Leo, D., Prieto, L. P., Persico, D., & Villagrá-Sobrino, S. L. Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development. Computers & Education.

Asensio-Pérez, J. I., Dimitriadis, Y., Pozzi, F., Hernández-Leo, D., Prieto, L. P., Persico, D., & Villagrá-Sobrino, S. L. Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development. Computers & Education. 

Recent research suggests that training teachers as learning designers helps promote technology enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up fulllifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices.

DOI: https://doi.org/10.1016/j.compedu.2017.06.011

Additional material: