{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,1,15]],"date-time":"2024-01-15T00:59:10Z","timestamp":1705280350476},"reference-count":22,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2019,11,11]],"date-time":"2019-11-11T00:00:00Z","timestamp":1573430400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2019,11,11]],"date-time":"2019-11-11T00:00:00Z","timestamp":1573430400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["RPTEL"],"published-print":{"date-parts":[[2019,12]]},"abstract":"<jats:title>Abstract<\/jats:title>\n              <jats:p>In this paper, we present a response to the Interest-Driven Creator (IDC) theory from a European perspective. Specifically, we raise six questions intended to start a dialog with respect to IDC theory\u2019s placement in existing learning theories, its adoption in educational systems, and how it can be influenced by emerging learning technologies and digitalization, which is currently a driving force in the Alps region. By referring to our own work in vocational education and classroom orchestration, we demonstrate how IDC can begin to play a part in guiding innovations and its potential impact on education both in and outside of Asia. With respect to digitalization, rather than allowing technological innovations to fully guide educational decisions, we call for IDC theory to be part of the conversation to help guide future educational designs.<\/jats:p>","DOI":"10.1186\/s41039-019-0111-6","type":"journal-article","created":{"date-parts":[[2019,11,11]],"date-time":"2019-11-11T02:03:08Z","timestamp":1573437788000},"update-policy":"http:\/\/dx.doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Applying IDC theory to education in the Alps region: a response to Chan et al.\u2019s contribution"],"prefix":"10.1186","volume":"14","author":[{"given":"Pierre","family":"Dillenbourg","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kevin Gonyop","family":"Kim","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jauwairia","family":"Nasir","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Shuqing Teresa","family":"Yeo","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jennifer K.","family":"Olsen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2019,11,11]]},"reference":[{"key":"111_CR1","unstructured":"Aleven, V., McLaughlin, E.A., Glenn, R.A., Koedinger, K.R. (2016). Instruction based on adaptive learning technologies. In: Mayer, R.E., & Alexander, P. (Eds.) In Handbook of research on learning and instruction. Routledge."},{"issue":"5","key":"111_CR2","doi-asserted-by":"publisher","first-page":"267","DOI":"10.1037\/h0046669","volume":"51","author":"D.P. Ausubel","year":"1960","unstructured":"Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material.Journal of educational psychology, 51(5), 267.","journal-title":"Journal of educational psychology"},{"key":"111_CR3","doi-asserted-by":"crossref","first-page":"61","DOI":"10.1007\/978-1-4614-3305-7_4","volume-title":"Learning Analytics","author":"R.S. Baker","year":"2014","unstructured":"Baker, R.S., & Inventado, P.S. (2014). Educational data mining and learning analytics. In Learning Analytics. Springer, New York, (pp. 61\u201375)."},{"key":"111_CR4","first-page":"727","volume-title":"the Proceedings of the 14th European Conference on Technology Enhanced Learning (EC-TEL)","author":"K.G. Kim","year":"2019","unstructured":"Kim, K.G., Oertel, C., Dillenbourg, P. (2019). Bloomgraph: Graph-based exploration of bouquet designs for florist apprentices. In the Proceedings of the 14th European Conference on Technology Enhanced Learning (EC-TEL). Springer, Cham, (pp. 727\u2013731)."},{"issue":"4","key":"111_CR5","doi-asserted-by":"publisher","first-page":"435","DOI":"10.1007\/s40692-018-0122-0","volume":"5","author":"T.-W. Chan","year":"2018","unstructured":"Chan, T.-W., Looi, C.-K., Chen, W., Wong, L.-H., Chang, B., Liao, C.C., Cheng, H., Chen, Z.-H., Liu, C.-C., Kong, S.-C., et al (2018). Interest-driven creator theory: Towards a theory of learning design for asia in the twenty-first century. Journal of Computers in Education, 5(4), 435\u2013461.","journal-title":"Journal of Computers in Education"},{"issue":"4","key":"111_CR6","doi-asserted-by":"publisher","first-page":"253","DOI":"10.1007\/BF01099821","volume":"4","author":"A.T. Corbett","year":"1994","unstructured":"Corbett, A.T., & Anderson, J.R. (1994). Knowledge tracing: Modeling the acquisition of procedural knowledge. User modeling and user-adapted interaction, 4(4), 253\u2013278.","journal-title":"User modeling and user-adapted interaction"},{"key":"111_CR7","volume-title":"Orchestration Graphs","author":"P. Dillenbourg","year":"2015","unstructured":"Dillenbourg, P. (2015). Orchestration Graphs. Lausanne: EPFL press."},{"issue":"2","key":"111_CR8","doi-asserted-by":"publisher","first-page":"111","DOI":"10.1207\/s15326985ep4102_4","volume":"41","author":"S. Hidi","year":"2006","unstructured":"Hidi, S., & Renninger, K.A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111\u2013127.","journal-title":"Educational psychologist"},{"issue":"2","key":"111_CR9","first-page":"327","volume":"24","author":"E.S.-c. Ho","year":"2009","unstructured":"Ho, E.S.-c. (2009). Characteristics of east asian learners: What we learned from pisa. Educational Research Journal, 24(2), 327.","journal-title":"Educational Research Journal"},{"issue":"3","key":"111_CR10","doi-asserted-by":"publisher","first-page":"379","DOI":"10.1080\/07370000802212669","volume":"26","author":"M. Kapur","year":"2008","unstructured":"Kapur, M. (2008). Productive failure. Cognition and instruction, 26(3), 379\u2013424.","journal-title":"Cognition and instruction"},{"issue":"2","key":"111_CR11","doi-asserted-by":"publisher","first-page":"135","DOI":"10.1007\/s11092-011-9138-y","volume":"24","author":"K.H. Koh","year":"2012","unstructured":"Koh, K.H., Tan, C., Ng, P.T. (2012). Creating thinking schools through authentic assessment: The case in singapore. Educational Assessment, Evaluation and Accountability, 24(2), 135\u2013149.","journal-title":"Educational Assessment, Evaluation and Accountability"},{"issue":"1","key":"111_CR12","doi-asserted-by":"publisher","first-page":"55","DOI":"10.1007\/s10671-015-9176-1","volume":"15","author":"S.-S. Lee","year":"2016","unstructured":"Lee, S.-S., Hung, D., Teh, L.W. (2016). An ecological view of conceptualising change in the singapore education system. Educational Research for Policy and Practice, 15(1), 55\u201370.","journal-title":"Educational Research for Policy and Practice"},{"issue":"4","key":"111_CR13","doi-asserted-by":"publisher","first-page":"647","DOI":"10.1177\/0013164409355699","volume":"70","author":"L. Linnenbrink-Garcia","year":"2010","unstructured":"Linnenbrink-Garcia, L., Durik, A.M., Conley, A.M., Barron, K.E., Tauer, J.M., Karabenick, S.A., Harackiewicz, J.M. (2010). Measuring situational interest in academic domains. Educational and psychological measurement, 70(4), 647\u2013671.","journal-title":"Educational and psychological measurement"},{"issue":"1","key":"111_CR14","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1109\/TLT.2011.2","volume":"4","author":"I. Magnisalis","year":"2011","unstructured":"Magnisalis, I., Demetriadis, S., Karakostas, A. (2011). Adaptive and intelligent systems for collaborative learning support: A review of the field. IEEE transactions on Learning Technologies, 4(1), 5\u201320.","journal-title":"IEEE transactions on Learning Technologies"},{"issue":"2","key":"111_CR15","doi-asserted-by":"publisher","first-page":"213","DOI":"10.18608\/jla.2016.32.10","volume":"3","author":"X. Ochoa","year":"2016","unstructured":"Ochoa, X., & Worsley, M. (2016). Augmenting learning analytics with multimodal sensory data. Journal of Learning Analytics, 3(2), 213\u2013219.","journal-title":"Journal of Learning Analytics"},{"key":"111_CR16","first-page":"1541","volume-title":"Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS)","author":"J.K. Olsen","year":"2018","unstructured":"Olsen, J.K., Rummel, N., Aleven, V. (2018). Co-designing orchestration support for social plane transitions with teachers: Balancing automation and teacher autonomy. In: Kay, J., & Luckin, R. (Eds.) In Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS). International Society of the Learning Sciences, London, (pp. 1541\u20131542)."},{"issue":"4","key":"111_CR17","doi-asserted-by":"publisher","first-page":"759","DOI":"10.1037\/a0025140","volume":"103","author":"D.L. Schwartz","year":"2011","unstructured":"Schwartz, D.L., Chase, C.C., Oppezzo, M.A., Chin, D.B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4), 759.","journal-title":"Journal of Educational Psychology"},{"key":"111_CR18","doi-asserted-by":"publisher","first-page":"271","DOI":"10.1016\/S0065-2601(08)60019-2","volume-title":"Advances in Experimental Social Psychology vol 29","author":"R.J. Vallerand","year":"1997","unstructured":"Vallerand, R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Advances in Experimental Social Psychology vol 29. Elsevier, Amsterdam, (pp. 271\u2013360)."},{"key":"111_CR19","first-page":"73","volume-title":"Educational Technologies: Challenges, Applications and Learning Outcomes","author":"K. VanLehn","year":"2016","unstructured":"VanLehn, K., Cheema, S., Wetzel, J., Pead, D. (2016). Some less obvious features of classroom orchestration systems. In Educational Technologies: Challenges, Applications and Learning Outcomes. Nova Science Publishers, Inc., New York, (pp. 73\u201394)."},{"key":"111_CR20","volume-title":"Mind and Society: The Development of Higher Mental Processes","author":"L.S. Vygotsky","year":"1978","unstructured":"Vygotsky, L.S. (1978). Mind and Society: The Development of Higher Mental Processes. Cambridge: Harvard University Press."},{"key":"111_CR21","volume-title":"The practice of theory: Confessions of a social learning theorist. Reframing Educational Research: Resisting the\u2019what works\u2019 agenda","author":"E. Wenger-Trayner","year":"2013","unstructured":"Wenger-Trayner, E. (2013). The practice of theory: Confessions of a social learning theorist. Reframing Educational Research: Resisting the\u2019what works\u2019 agenda. Abingdon and New York: Routledge."},{"key":"111_CR22","doi-asserted-by":"publisher","first-page":"2071","DOI":"10.1145\/3097983.3098160","volume-title":"Proceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining","author":"B. Woods","year":"2017","unstructured":"Woods, B., Adamson, D., Miel, S., Mayfield, E. (2017). Formative essay feedback using predictive scoring models. In Proceedings of the 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. ACM, Halifax, (pp. 2071\u20132080)."}],"container-title":["Research and Practice in Technology Enhanced Learning"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1186\/s41039-019-0111-6.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/article\/10.1186\/s41039-019-0111-6\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1186\/s41039-019-0111-6.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2020,11,10]],"date-time":"2020-11-10T00:09:27Z","timestamp":1604966967000},"score":1,"resource":{"primary":{"URL":"https:\/\/telrp.springeropen.com\/articles\/10.1186\/s41039-019-0111-6"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2019,11,11]]},"references-count":22,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2019,12]]}},"alternative-id":["111"],"URL":"https:\/\/doi.org\/10.1186\/s41039-019-0111-6","relation":{},"ISSN":["1793-7078"],"issn-type":[{"value":"1793-7078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2019,11,11]]},"assertion":[{"value":"14 June 2019","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"25 September 2019","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"11 November 2019","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"Not applicable.","order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare that they have no competing interests.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"17"}}