Search results for author:"Luis P. Prieto"
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Journal of Educational Technology & Society Vol. 17, No. 4 pp. 169–185
Augmented paper has been proposed as a way to integrate more easily ICTs in settings like formal education, where paper has a strong presence. However, despite the multiplicity of educational applications using paper-based computing, their...
The role of design and enactment patterns in orchestration: Helping to integrate technology in blended classroom ecosystems
Computers & Education Vol. 69, No. 1 (November 2013) pp. 496–499
Technology-Enhanced Learning (TEL) researchers have been using the word ‘orchestration’ for a number of different reasons in the last years. From this variety of meanings in which it is employed, the notion of orchestration emerges as the...
Qualitative Research in Education Vol. 3, No. 2 (2014) pp. 175–205
As digital technologies permeate every aspect of our lives, the complexity of the educational settings, and of the technological support we use within them, unceasingly rises. This increased complexity, along with the need for educational...
IEEE Transactions on Learning Technologies Vol. 11, No. 2 (2018) pp. 216–229
Orchestration load is the effort a teacher spends in coordinating multiple activities and learning processes. It has been proposed as a construct to evaluate the usability of learning technologies at the classroom level, in the same way that...
Computers & Education Vol. 78, No. 1 (September 2014) pp. 383–396
Despite the apparent maturity of the learning design field, and the variety of tooling available to support it, adoption among the teacher community (one of its alleged main targets) is still low. There is a lack of research on teachers' perception...
Research in Learning Technology Vol. 23, No. 1 (2015)
The term "orchestrating learning" is being used increasingly often, referring to the coordination activities performed while applying learning technologies to authentic settings. However, there is little consensus about how this notion...
Recurrent routines: Analyzing and supporting orchestration in technology-enhanced primary classrooms
Luis P. Prieto; Sara Villagrá-Sobrino; Iván M. Jorrín-Abellán; Alejandra Martínez-Monés; Yannis Dimitriadis
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1214–1227
The increasing presence of multiple Information and Communication Technologies (ICT) in the classroom does not guarantee an improvement of the learning experiences of students, unless it is also accompanied by pedagogically effective orchestration...
Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development
Juan I. Asensio-Pérez; Yannis Dimitriadis; Francesca Pozzi; Davinia Hernández-Leo; Luis P. Prieto; Donatella Persico; Sara L. Villagrá-Sobrino
Computers & Education Vol. 114, No. 1 (November 2017) pp. 92–116
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...
Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts across Spaces
Juan A. Munoz-Cristobal; Juan I. Asensio-Perez; Alejandra Martinez-Mones; Luis P. Prieto; Ivan M. Jorrin-Abellan; Yannis Dimitriadis
IEEE Transactions on Learning Technologies Vol. 11, No. 2 (2018) pp. 203–215
Technology offers rich opportunities for learning across different physical and virtual spaces. However, most of current across-spaces proposals are either highly teacher-centered, inflexible in the students' self-management of learning artifacts...
Juan A. Muñoz-Cristóbal; Luis P. Prieto; Juan I. Asensio-Pérez; Alejandra Martínez-Monés; Iván M. Jorrín-Abellán; Yannis Dimitriadis
Journal of Educational Technology & Society Vol. 18, No. 1 pp. 13–26
Different approaches have explored how to provide seamless learning across multiple ICT-enabled physical and virtual spaces, including three-dimensional virtual worlds (3DVW). However, these approaches present limitations that may reduce their...
Luis P. Prieto; Juan I. Asensio-Pérez; Juan A. Muñoz-Cristóbal; Iván M. Jorrín-Abellán; Yannis Dimitriadis; Eduardo Gómez-Sánchez
Computers & Education Vol. 73, No. 1 (April 2014) pp. 9–25
The orchestration of technology-enhanced learning situations (especially collaborative ones), that involve both Virtual Learning Environments and Web 2.0 tools (what some authors call Distributed Learning Environments, or DLEs) is often complex and...
Luis P. Prieto; Yannis Dimitriadis; Brock Craft; Michael Derntl; Valerie Emin; Mary Katsamani; Diana Laurillard; Elizabeth Masterman; Symeon Retalis; Eloy Villasclaras
Research in Learning Technology Vol. 21 (2013)
An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited...