Iterative research and development of teacher training in learning design Presentation Transcript
Iterative research and developmentof teacher training in learning designFindings from the METIS project http://www.metis-project.org/Andrew Brasher, Chris Walsh, Patrick McAndew, Yishay Mor
METIS aims• Workshop template for learning about learning designapplicable to any topice.g. collaborative learning, project basedlearning, assessment design• Customised workshop packages• An integrated set of tools for designing learning“Learning design is the act of devising newpractices, plans of activity, resources and tools aimed atachieving particular educational aims in a given situation”(METIS project, 2012)
What’s in it for you?• Module team member• Module team chairA transferable approach to thedetailed design of activitiesFocus on needs of a moduleFocused and guided journeythrough latest EU researchon learning designSome examples
Aim: to maximise the potential oftechnology enhance learning• “Higher education practitioners tend not to capitalise oneducational research: decision-making tends to be based onpersonal experiences (Locke, 2009; Scott, 2000; Shattock, 2003;Teichler, 2000)” (Price & Kirkwood, in press)• Science of design (Simon, 1996)Design is “concerned with how things ought to be, with devisingartifacts to attain goals”• Seek to facilitate a “process of reflection and exploration informedby research” (Mellar, Oliver, & Hadjithoma-Garstka, 2009)
Conclusionsa. overviews of existing frameworks (complete)b. examples of best practice, in the form of designnarratives (in progress)c. transferable design knowledge extracted from these, inthe form of design principles and patterns (in progress)d. an applied manifestation of these principles andpatterns in the form of our workshop design (dueSeptember 2013).
Next steps• Testing of workshops design• Refinement, elaboration and substantiation of the designpatterns and design principles• Identifying the implications of the design patterns andprinciples for the ILDE, workshop enactment andworkshop evaluation• Applying final patterns and principles to workshopdesign
References• Jenkins, H. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21stCentury The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning (pp.146). Retrieved fromhttp://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronting_the_Challenges.pdf• Mellar, H., Oliver, M., & Hadjithoma-Garstka, C. (2009). The role of research in institutionaltransformationTransforming Higher Education through Technology-Enhanced Learning. York, UK: HigherEducation Academy. Retrieved fromhttp://www.heacademy.ac.uk/assets/York/documents/ourwork/learningandtech/Transforming.pdf.• METIS Consortium. (2012). Detailed description of the project. METIS project proposal, code 531262-LLP-2012-ES-KA3-KA3MP Retrieved 6/3/2013, from https://sites.google.com/a/metis-project.org/metis-internal/official-documentation/submitted-proposal• Price, L., & Kirkwood, A. T. (in press). Using technology for teaching and learning in higher education: Acritical review of the role of evidence in informing practice. Higher Education Research & Development.• Simon, H. A. (1996). The Sciences of the Artificial (3rd ed.). Cambridge, Massachusetts: MIT Press.