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6 págs, 1 fig.-- Publicado en la Sección: "Artículos seleccionados de IEEE ICALT" (ICALT'2008 - Eighth IEEE International Conference on Advanced Learning Technologies, Santander, Cantabria, Spain, Jul 1-5, 2008). Previamente publicado como ponencia (en inglés) en: Proceedings ICALT'08 - Eighth IEEE International Conference on Advanced Learning Technologies, 2008, p. 278-282, http://e-archivo.uc3m.es/handle/10016/8964 Collaborative learning models are widely used in educational institutions. These models require a high interaction level among students and are mainly oriented towards in-class scenarios. But when collaborative models are deployed in a distant scenario, user expressiveness is significantly reduced thus creating a gap that hinders the effectiveness of this collaboration. A computer-supported model provides a set of tools to compensate for the distant scenario and reduce this gap. This paper presents the issues and solutions derived from the design and deployment of a complex collaborative model in a distant scenario. The course structure was captured using the Learning Design specification, and an architecture based on Virtual Network Computing was used to provide the required collaborative tools. The course was included as part of a regular undergraduate program in three higher educational institutions. Trabajo parcialmente financiado por el Programa Nacional de Tecnologías de la Información y de las Comunicaciones, Proyectos MOSAIC (TSI2005-08225-C07-02/04) y LEARN3 (TIN2008-05163/TSI). Publicado

The learning design specification was proposed by the IMS Global Learning Consortium to provide a generic and flexible language to capture the pedagogic structure of an online learning experience. The language is capable of capturing a wide range of pedagogic strategies facilitating course deployment, distribution and resource reuse. This paper presents the experience of capturing the structure of a regular course part of a degree in a higher educational institution using Learning Design. The course has a set of sessions and topics that run in parallel. Students work in small projects during a week while, in parallel, theory sessions are being held. Students exchange information among themselves and with the tutors about the projects through forums specifically created for it. Due to the highly parallel set of activities in the course, the organization of the course in acts was abandoned in favor of purely activity structure based paradigm.