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Eliciting Requirements for Learning Design Tools A Semio-Participatory Approach

机译：淘汰学习设计工具的要求半参与式方法

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摘要

The need to properly design educational intervention, representing explicitly what students and teachers are planned to do, has been acknowledged in literature. Thus, Learning Design (LD) tools, if made accessible and usable by teachers, can bring significant benefits potentially improving results of educational practices. Although effort has been made in developing systems to support the learning design process, literature has shown they have not yet reached a sufficient spread among teachers. This paper investigated the subject by conducting semio-participatory practices with a group of teachers at a distance, to understand the meaning they make to issues regarding learning design practices and representations, aiming at eliciting user requirements for a prospective LD tool.
机译：文献中已经认识到有必要适当设计教育干预措施，以明确表示学生和教师计划做什么。因此，如果教师可以访问和使用学习设计（LD）工具，则可以带来巨大的收益，并有可能改善教育实践的效果。尽管已经在开发系统上进行了努力以支持学习设计过程，但文献表明，它们尚未在教师中得到足够的普及。本文通过与远距离的教师进行半参与式实践来调查该主题，以了解他们对学习设计实践和表示形式的问题的含义，旨在激发用户对预期的LD工具的需求。

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