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首页> 外文会议>IEEE International Conference on Advanced Learning Technologies >Grounding Learning Design on Teaching Practice: The LEDITA Learning Design Tool for Italian Language Teachers
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Grounding Learning Design on Teaching Practice: The LEDITA Learning Design Tool for Italian Language Teachers

机译：教学实践的接地学习设计：意大利语教师的LEDITA学习设计工具

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摘要

Learning Design (LD) is a key factor to improve results of educational practices. LD has started to become an important and recognized activity among teachers and, in recent years, many LD software tools have been developed, to simplify the process of design and to foster the reflection about teaching. However, these tools, also because of usability problems, seem to suffer of an incompatibility between the support of design sharing and the encouragement of teaching reflection. This paper investigates the problem and presents the LEDITA tool, a LD editor developed within a participatory research project for the representation and sharing of designs between a community of teachers of Italian as a second/foreign language. A usability test was conducted with the objective to take a holistic look at the LEDITA system and gathering data concerning the process of creation of a learning design and the effectiveness of the LEDITA tool. Results from the study show a good usability level and a consistent support to the reflection on teaching practice, especially in relation to the organization and management of knowledge and content.
机译：学习设计（LD）是提高教育实践结果的关键因素。 LD已开始成为教师的重要和认可的活动，近年来，已经开发出许多LD软件工具，以简化设计过程，并促进教学的反思。但是，这些工具也因可用性问题而言，似乎遭受了设计分享的支持与教学反思的鼓励之间存在不相容。本文调查了LEDITA工具，是在参与式研究项目中开发的LD编辑器，该项目在意大利教师社区作为第二种/外语的教师社区之间的表现和分享。通过目标测试，目的是采取全面看LEDITA系统和收集有关创建学习设计过程的数据以及LEDITA工具的有效性。该研究的结果表明了良好的可用性水平和对教学实践的反思的一致支持，特别是与知识和内容的组织和管理相关。

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