ESD 622: Programming Future Learning Environments using cognitive artifacts


ESD 622: Programming Future Learning Environments


The Mediterranean Graduate School of Applied Social Cognition




Dr. Ilker Yengin




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  1. Course Description

This course investigates the practical applications of the pedagogic theories, which are mainly related to collaborative knowledge building, and inventive thinking in technologically enhanced learning environments in near future. The course focuses on theoretical aspects such as knowledge building, inventive thinking, unified learning model, dialog and argumentations and negotiation for knowledge using technology. Suggested topics are the foundations of theoretical aspects of the course and will be discussed shortly during the course (e.g. readings and discussions).

The majority of the course covers the practical applications of suggested theories by examining the methods of designing and developing interactive learning tools. These tools will be designed as desktop and mobile applications using “Live Code” (LC) technology. Live Code is a modern and open software development technology. LC is easy to learn and to develop real applications in short time periods for different platforms ( iOS , iPhone, iPad, iPod touch, Android, Mac, Windows, Linux and Server). Concepts related to programming with LC are discussed in details and practical applications are demonstrated during the course.


      ii. Course Objectives


  • Students will design prototypes for software tools.
  • Students will integrate the theoretical knowledge in software design and human computer interaction to software development procedures.
  • Students will demonstrate proficiency in understanding learning software design.
  • Students will understand the advantages and disadvantages of different delivery platforms (e.g. mobile, desktop, web etc.).
  • Students will demonstrate their knowledge in fundamentals of Live Code programming.
  •  Terminal objectives: at the end of this course, the students will be able to:
  1. Design learning software to enhance both teacher and student productivity and learning in the classroom;
  2. Select the appropriate design techniques and methods of for use in instructional settings;
  3. Understand the fundamental theoretical principles of designing learning software and apply these into software design;
  4. Develop an interactive learning tool in Live Code.
  5. Deploy the learning tool using appropriate methods.

iii. Course Prerequisites

During the course, students are responsible to read and discuss the text materials in the course and develop other small-scale projects as required. Students should be able to research these topics independently, evaluate information sources carefully, view problems from different disciplinary angles, and discuss a topic beyond their own expertise.

iv. Course Credits


List number of course credits

Credit Rating:

v. Required Texts and Materials


  • Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
  • Shell, D. F., Brooks, D. W., Trainin, G., Wilson, K. M., Kauffman, D. F., & Herr, L. M. (2010). The unified learning model (pp. 1-4). Springer Netherlands.
  • Free Version of Live Code Community Edition Platform and sufficient hardware to run it.
  1. Supplementary (Optional) Texts and Materials
  2. Basis for Final Grade

Provide a listing of assessments in the semester total.


Percent of Final Grade

Essays and Attendance to Discussion Boards (4 x 5 pct. .each)


Weekly Class Projects (8x 5 pct. each)

40 %

Final Project




Course Structure

Class Schedule (13 teaching weeks per semester)



Class topic

Class objectives

Projects (Home Work)



21st century skills and Future Technologies

Understand the future of the learning technologies

Understand fundamentals of future requirements in programming

List the NETS /Instructional Technology Trends Future of

Short Essay Writing -1



Introduction to Software Design & User Interfaces

Basics of Programming in LC

Understand fundamentals of software design,

Demonstrate the knowledge in product land design life cycles.

Understand the LC environment

Short Essay Writing-2



Objects in LC;

Using Objects

Small Software Project -1



Fields, Text

Working with text

Small Software Project -2



Design concepts  

Understand the fundamentals of design criteria for “good” learning technology

Short Essay Writing-3



Programming –Logic

control structures of sequence, selection, repetition  

Small Software Project -3



Commands, Functions

Subprograms and Built in Commands

Small Software Project -4



LC Tips and Tricks

Describe Final Project Software Specs (Essay)

Useful Know – How in LC

Planning for Final Project

Short Essay Writing-4



Interactive Media

Working With Media

Small Software Project -5



Interactive User Interfaces

Creating Interactive Design

Small Software Project -6




Working with Data

Small Software Project -7



Web Applications

Developing Web apps. In LC

Small Software Project -8



Mobile Applications


Understanding the basics of Mobile

Packing the Projects.



Students should participant in all lectures in order to get familiar with the essential concepts and theories around educational technologies. Course materials should be read with a view to facilitating discussion and idea generation.


Students are required to:

Small Projects: Small projects usually cover the topics in LC and design of small-scale software tools. These weekly small projects will be evaluated according to different rubrics, which will be delivered to students each week separately.

Final Project: The final project will be a large-scale software development project where students will demonstrate their knowledge in design of learning tools and Live Code programming. The final project details will be formed and discussed according to whole class progress.


The overall goal of this course is development of your e-Portfolio. E-Portfolio should include several sections such as about essays, software projects, final project and me. The design and development of your e-portfolio will follow guidelines to be discussed letter on in class. E portfolio will not be graded BUT is a MUST.

Essays: Essays are required word length of 2 pages excluding appendices, in which you present and justify your findings about the topics. Essays should be discussed with others in the class using the discussion board . The essay will be assessed along the following criteria:



No/Limited Proficiency

Some Proficiency


High Proficiency


1. Thesis/Focus:

(a) Originality

Thesis is missing

Thesis may be obvious or unimaginative

Thesis is somewhat original

Develops fresh insight that challenges the reader’s thinking;


2. Thesis/Focus:

(b) Clarity

Reader cannot determine thesis & purpose OR thesis has no relation to the writing task

Thesis and purpose are somewhat vague OR only loosely related to the writing task

Thesis and purpose are fairly clear and match the writing task

Thesis and purpose are clear to the reader; closely match the writing task


3. Organization

Unclear organization OR organizational plan is inappropriate to thesis. No transitions

Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective


4. Support/


(a) Ideas

(b) Details

Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted


5. Use of sources/ Documentation

Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. (Possibly uses source material without acknowledgement.)

Uses relevant sources but lacks in variety of sources and/or the skillful combination of sources. Quotations & paraphrases may be too long and/or inconsistently referenced

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Doesn’t overuse quotes, but may not always conform to required style manual

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Combines material from a variety of sources, incl. pers. observation, scientific data, authoritative testimony. Doesn’t overuse quotes.


Grading Scale


Letter Grade

94 - 100


90 - 93


87 - 89


83 - 86


80 - 82


77 - 79


73 - 76


70 - 72


67 - 69


63 - 66


60 - 62


< 60