Towards an Interdisciplinary Design Science of Learning Mike Sharples Learning Sciences Research Institute University of Nottingham

Global issues Climate change Energy shortage Pandemics Terrorism Cultural tension Education for a inter-connected world Demand global responses

Climate change

Energy shortage

Pandemics

Terrorism

Cultural tension

Education for a inter-connected world

Global Reponses World climate research programme http://wcrp.wmo.int/About_Aims.html The World Climate Research Programme...is uniquely positioned to draw on the totality of climate-related systems, facilities and intellectual capabilities of more than 185 countries . Integrating new observations, research facilities and scientific breakthroughs is essential to progress in the inherently global task of advancing understanding of the processes that determine our climate To achieve its objectives, the WCRP adopts a multi-disciplinary approach , organizes large-scale observational and modelling projects and facilitates focus on aspects of climate too large and complex to be addressed by any one nation or single scientific discipline . [It is] designed to improve scientific understanding and knowledge of processes that in turn result in better forecasts and hence benefits to users of climate research

The World Climate Research Programme...is uniquely positioned to draw on the totality of climate-related systems, facilities and intellectual capabilities of more than 185 countries . Integrating new observations, research facilities and scientific breakthroughs is essential to progress in the inherently global task of advancing understanding of the processes that determine our climate

To achieve its objectives, the WCRP adopts a multi-disciplinary approach , organizes large-scale observational and modelling projects and facilitates focus on aspects of climate too large and complex to be addressed by any one nation or single scientific discipline .

[It is] designed to improve scientific understanding and knowledge of processes that in turn result in better forecasts and hence benefits to users of climate research

A global research programme in education for an inter-connected world? Draws on the totality of systems , facilities and intellectual capabilities of many countries Integrates new observations , research facilities and scientific breakthroughs Takes a multi-disciplinary approach Carries out large-scale observational and modelling projects Focuses on aspects too large and complex to be addressed by any one nation or single scientific discipline Improves scientific understanding and knowledge of processes that result in benefits to users

Draws on the totality of systems , facilities and intellectual capabilities of many countries

Integrates new observations , research facilities and scientific breakthroughs

Takes a multi-disciplinary approach

Carries out large-scale observational and modelling projects

Focuses on aspects too large and complex to be addressed by any one nation or single scientific discipline

Improves scientific understanding and knowledge of processes that result in benefits to users

Rich learning interactions in the traditional classroom Teacher led Simulation and role-play Collaborative New media Resource-based

What’s new: Not new learning, but new mediations, by personal and collaborative technologies, across contexts and cultures

New complexities of learning New interactions Mediation of technology Between learners, education institutions, commercial providers New connections Learning at a distance Learning between formal and informal settings New opportunities Trans-national learning Massively social learning Mobile and contextual learning Life-long and life-wide learning

New interactions

Mediation of technology

Between learners, education institutions, commercial providers

New connections

Learning at a distance

Learning between formal and informal settings

New opportunities

Trans-national learning

Massively social learning

Mobile and contextual learning

Life-long and life-wide learning

New Science of Learning Computational learning Infer structural models from the environment Learn from probabilistic input Social learning Learning by imitation Shared attention Neural learning Learning supported by brain circuits that link perception and action Developmental learning Behavioural development Neural plasticity Teaching and learning Principles of effective teaching Contextual and temporal learning Learning within and across contexts Cycle of engagement and reflection Technology-enabled learning Learning as a distributed socio-technical system A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (200) Foundations for a New Science of Learning, Science 325 (5938), 284.

Computational learning

Infer structural models from the environment

Learn from probabilistic input

Social learning

Learning by imitation

Shared attention

Neural learning

Learning supported by brain circuits that link perception and action

Developmental learning

Behavioural development

Neural plasticity

Teaching and learning

Principles of effective teaching

Contextual and temporal learning

Learning within and across contexts

Cycle of engagement and reflection

Technology-enabled learning

Learning as a distributed socio-technical system

New Science of Learning Computational learning Infer structural models from the environment Learn from probabilistic input Social learning Learning by imitation Shared attention Neural learning Learning supported by brain circuits that link perception and action Developmental learning Behavioural development Neural plasticity Teaching and learning Principles of effective teaching Contextual and temporal learning Learning within and across contexts Cycle of engagement and reflection Technology-enabled learning Learning as a distributed socio-technical system A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (200) Foundations for a New Science of Learning, Science 325 (5938), 284. “ Insights from many different fields are converging to create a new science of learning that may transform educational practice” Meltzoff et al., p284

Computational learning

Infer structural models from the environment

Learn from probabilistic input

Social learning

Learning by imitation

Shared attention

Neural learning

Learning supported by brain circuits that link perception and action

Developmental learning

Behavioural development

Neural plasticity

Teaching and learning

Principles of effective teaching

Contextual and temporal learning

Learning within and across contexts

Cycle of engagement and reflection

Technology-enabled learning

Learning as a distributed socio-technical system

New Science of Learning Computational learning Infer structural models from the environment Learn from probabilistic input Social learning Learning by imitation Shared attention Neural learning Learning supported by brain circuits that link perception and action Developmental learning Behavioural development Neural plasticity Teaching and learning Principles of effective teaching Contextual and temporal learning Learning within and across contexts Cycle of engagement and reflection Technology-enabled learning Learning as a distributed socio-technical system A.N. Meltzoff, P. K. Kuhl, J. Movellan, & T. J. Sejnowski (200) Foundations for a New Science of Learning, Science 325 (5938), 284. “ A key component is the role of ‘the social’ in learning. What makes social interaction such a powerful catalyst for learning?” Meltzoff et al., p288

Computational learning

Infer structural models from the environment

Learn from probabilistic input

Social learning

Learning by imitation

Shared attention

Neural learning

Learning supported by brain circuits that link perception and action

Developmental learning

Behavioural development

Neural plasticity

Teaching and learning

Principles of effective teaching

Contextual and temporal learning

Learning within and across contexts

Cycle of engagement and reflection

Technology-enabled learning

Learning as a distributed socio-technical system

Interdisciplinary science of learning Changing behaviour Neuroscience Behavioural science Enhancing skills Cognitive development Storing information Cognitive sciences Gaining knowledge Cognitive sciences Epistemology Making sense of the world Social sciences Socio-cultural and activity theory Interpreting reality in a different way Phenomenology

Interdisciplinary design science of learning How do people learn as individuals, groups, organisations, societies? How can we design and share effective systems for learning? How can we evaluate the success of learning? Across contexts, throughout a lifetime

How do people learn as individuals, groups, organisations, societies?

How can we design and share effective systems for learning?

How can we evaluate the success of learning?

Across contexts, throughout a lifetime

Design-based research “ A systematic but flexible methodology aimed to improve educational practices through iterative analysis , design , development , and implementation , based on collaboration among researchers and practitioners in real-world settings , and leading to contextually-sensitive design principles and theories ” Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53 (4), 5-23.

“ A systematic but flexible methodology aimed to improve educational practices through iterative analysis , design , development , and implementation , based on collaboration among researchers and practitioners in real-world settings , and leading to contextually-sensitive design principles and theories ”

Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53 (4), 5-23.

Benefits of DBR Problem driven Not only understand, document, and interpret, but also change and improve Systematic exploration of a space of possible designs Combines engineering and evaluation The designed context is subject to test and revision, and the successive iterations that result play a role similar to that of systematic variation in experiment

Problem driven

Not only understand, document, and interpret, but also change and improve

Systematic exploration of a space of possible designs

Combines engineering and evaluation

The designed context is subject to test and revision, and the successive iterations that result play a role similar to that of systematic variation in experiment

Problems of DBR Can be lengthy How to systematically explore a space of possibilities Can lead to ‘hillclimbing’ exploration that misses ‘other peaks’

Can be lengthy

How to systematically explore a space of possibilities

Can lead to ‘hillclimbing’ exploration that misses ‘other peaks’

Systematic exploration of a design space L. Meshkat, M. Feather, S. Prusha, Decision & Risk Based Design Structures: Decision Support Needs for Conceptual, Concurrent Design

Elements of an interdisciplinary design science of learning Design oriented Aim is to improve learning, not just to describe it Systematic exploration of a space of possible designs for learning interventions Theory informed Based on well-founded theories of learning and teaching Scalable From single classroom, to cross-national learning Pragmatic Concerned with improvement of everyday learning Appropriate mix of design and evaluation methods Interdisciplinary Integrates neural, cognitive, social and cultural aspects of learning Collaborative Shared representations of learning processes, design patterns Shared tools Human-centred Users as informants, while recognising limitations of user-centred design and need for design expertise Iterative Cycle of design, intervention and evaluation Evaluated Lifecycle evaluation Ethical Ethics an integral part of the design process

Design oriented

Aim is to improve learning, not just to describe it

Systematic exploration of a space of possible designs for learning interventions

Theory informed

Based on well-founded theories of learning and teaching

Scalable

From single classroom, to cross-national learning

Pragmatic

Concerned with improvement of everyday learning

Appropriate mix of design and evaluation methods

Interdisciplinary

Integrates neural, cognitive, social and cultural aspects of learning

Collaborative

Shared representations of learning processes, design patterns

Shared tools

Human-centred

Users as informants, while recognising limitations of user-centred design and need for design expertise

Iterative

Cycle of design, intervention and evaluation

Evaluated

Lifecycle evaluation

Ethical

Ethics an integral part of the design process

Socio-cognitive Engineering A scalable method for design-based learning research General requirements Theory of Use Design Concept Contextual Studies Task model Design space System specification Implementation Deployment Evaluation Sharples, M., Jeffery, N., du Boulay, J.B.H., Teather, D., Teather, B., and du Boulay, G.H. (2002) Socio-cognitive engineering: a methodology for the design of human-centred technology. European Journal of Operational Research 136, 2, pp. 310-323.

Socio-cognitive Engineering Example of use in the MOBIlearn project (www.mobilearn.org) General requirements Theory of Use Design Concept Contextual Studies Task model Design space System specification Implementation Deployment Evaluation Theory of learning for the mobile world OMAF design framework for mobile learning Lifecycle evaluation Studies of informal learning practices General requirements for a mobile learning platform M-learning task model MOBIlearn system Deployed in Uffizi Gallery, Nottingham Castle Museum

Lifecycle evaluation Micro level: Usability issues technology usability individual and group activities Meso level: Educational Issues learning experience as a whole classroom-museum-home continuity critical incidents: learning breakthroughs and breakdowns Macro level: Organizational Issues effect on the educational practice for school museum visits emergence of new practices take-up and sustainability Vavoula, G. & Sharples, M. (2009) Meeting the Challenges in Evaluating Mobile Learning: a 3-level Evaluation Framework. International Journal of Mobile and Blended Learning , 1,2, 54-75.

Micro level: Usability issues

technology usability

individual and group activities

Meso level: Educational Issues

learning experience as a whole

classroom-museum-home continuity

critical incidents: learning breakthroughs and breakdowns

Macro level: Organizational Issues

effect on the educational practice for school museum visits

emergence of new practices

take-up and sustainability

Evaluation At each level Step 1 – what was supposed to happen pre-interviews with stakeholders (teachers, students, museum educators), documents provided to support the visits Step 2 – what actually happened observer logs post-focus groups analysis of video diaries Step 3 – differences between 1 & 2 reflective interviews with stakeholders critical incident analysis

Step 1 – what was supposed to happen

pre-interviews with stakeholders (teachers, students, museum educators),

documents provided to support the visits

Step 2 – what actually happened

observer logs

post-focus groups

analysis of video diaries

Step 3 – differences between 1 & 2

reflective interviews with stakeholders

critical incident analysis

Three levels, in three stages, throughout the project Macro evaluation Meso evaluation Micro evaluation Specify requirements Design Implement Deploy Project development process Technology robust enough for evaluation of learning Service deployed long enough to assess impact

Example of global learning design project Social-constructivist theories of learning Theory and practice of 1:1 learning in classrooms Scenarios of successful classroom practice G1:1 global research network www.g1to1.org NCU Taiwan SRI, United States Group Scribbles software SRI International United States, Taiwan, Singapore, UK, Spain SceDer for orchestrating 1:1 classroom learning LSRI, United Kingdom SceDer for orchestrating 1:1 classroom learning Classroom evaluations Djanogly City Academy, UK Sharing of research findings CSCL workshop, Greece

Group Scribbles Developed by SRI International Centre for Technology in Learning System to support 1:1 classroom learning Based on Post-its metaphor Design and evaluation in US, Taiwan, Singapore, UK, Spain Group scribbles in Singapore Group scribbles in the USA

Developed by SRI International Centre for Technology in Learning

System to support 1:1 classroom learning

Based on Post-its metaphor

Design and evaluation in US, Taiwan, Singapore, UK, Spain

SceDer Jitti Niramitranon, University of Nottingham PhD research Design-based research to extend Group Scribbles for teacher authoring and classroom management Based on scenarios of classroom interactions from SRI and NCU, Taiwan Teacher support for orchestration of individual, group and whole class learning

Design-based research to extend Group Scribbles for teacher authoring and classroom management

Based on scenarios of classroom interactions from SRI and NCU, Taiwan

Teacher support for orchestration of individual, group and whole class learning

SceDer authoring tool

SceDer/GS classroom tool

Classroom evaluation at Djanogly Academy, Nottingham

“ No longer can one community attempt to design TEL tools; communication and sharing of expertise amongst them is of paramount concern” Yishay Mor & Niall Winters (2007) Design Approaches to Technology-Enhanced Learning, Interactive Learning Environments , 15, 1, 2007, 61-75

World learning design research programme? The World Learning Design Research Programme...is uniquely positioned to draw on the totality of learning design systems, facilities and intellectual capabilities of more than ??? countries . Integrating new observations, research facilities and scientific breakthroughs is essential to progress in the inherently global task of advancing understanding of the processes of learning and the design of effective learning environments To achieve its objectives, the WLDRP adopts a multi-disciplinary approach , organizes large-scale observational, modelling and design projects and facilitates focus on aspects of learning too large and complex to be addressed by any one nation or single scientific discipline . [It is] designed to improve scientific understanding and knowledge of learning processes and design of educational interventions that in turn result in more effective education and hence benefits to society Why not?

The World Learning Design Research Programme...is uniquely positioned to draw on the totality of learning design systems, facilities and intellectual capabilities of more than ??? countries . Integrating new observations, research facilities and scientific breakthroughs is essential to progress in the inherently global task of advancing understanding of the processes of learning and the design of effective learning environments

To achieve its objectives, the WLDRP adopts a multi-disciplinary approach , organizes large-scale observational, modelling and design projects and facilitates focus on aspects of learning too large and complex to be addressed by any one nation or single scientific discipline .

[It is] designed to improve scientific understanding and knowledge of learning processes and design of educational interventions that in turn result in more effective education and hence benefits to society