Geodesic
Pedagogy-driven Design of Digital Learning Ecosystems
Computer Science and Information Systems, Tome 11 (2014) no. 1.

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In most cases, the traditional Web-based learning management systems (e.g. Moodle, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The proponents of such systems have claimed that this kind of inherent "pedagogical neutrality" is a desirable characteristic for a LMS, as it allows teachers to implement various pedagogical approaches. This study is based on an opposite approach, arguing for designing next-generation online learning platforms – so called digital learning ecosystems – with built-in affordances, which promote and enforce desirable pedagogical beliefs, strategies and learning activity patterns while suppressing others. We propose a conceptual and process model for pedagogy-driven design of online learning environments and illustrate it with a case study on development and implementation process of a digital learning ecosystem based on Dippler platform. We also describe the pedagogical foundation of Dippler that was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design.
Keywords: digital learning ecosystems, pedagogy-driven design. 
@article{CSIS_2014_11_1_a25,
     author = {Mart Laanpere and Kai Pata and Peeter Normak and Hans P\~oldoja},
     title = {Pedagogy-driven {Design} of {Digital} {Learning} {Ecosystems}},
     journal = {Computer Science and Information Systems},
     publisher = {mathdoc},
     volume = {11},
     number = {1},
     year = {2014},
     url = {http://geodesic.mathdoc.fr/item/CSIS_2014_11_1_a25/}
}
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Mart Laanpere; Kai Pata; Peeter Normak; Hans Põldoja. Pedagogy-driven Design of Digital Learning Ecosystems. Computer Science and Information Systems, Tome 11 (2014) no. 1. http://geodesic.mathdoc.fr/item/CSIS_2014_11_1_a25/