Designing learning

Designing Learning Towards a scalable interdisciplinary design science of learning Mike Sharples Learning Sciences Research Institute University of Nottingham

Big challenges, big opportunities
Transforming higher education
Flexible institutions
Open learning
Blended and distance learning
Personalised learning
Transforming school education
Enabling global access to education
“ We also should implement a new approach to research and development (R&D) in education that focuses on scaling innovative best practices in the use of technology in teaching and learning, ... creating a new organization to address major R&D challenges at the intersection of learning sciences, technology, and education.” Transforming American Education: Learning Powered by Technology. US National Education Technology Plan, 2010.

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 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 and cognitive 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.

Social learning
Shared attention
Neural learning
Behavioural development
Neural plasticity
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

Social learning
Shared attention
Neural learning
Behavioural development
Neural plasticity
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

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

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.

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

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

Scalable interdisciplinary design science of learning “ 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

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
continuity of learning across settings
critical incidents: learning breakthroughs and breakdowns
Macro level: Organizational Issues
effect on the educational practice
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.

Two examples of scalable design based research
Secondary education, but also being extended to higher education
Group scribbles/SceDer
Orchestrating individual and group learning in a 1:1 classroom (where each student has a wireless laptop or tablet)
Personal Inquiry
Supporting inquiry-based science learning within and beyond the classroom

Example of large-scale learning design project: Group Scribbles 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

Classroom Orchestration: Group Scribbles & SceDer
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

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

SceDer authoring tool

SceDer/GS classroom tool

Classroom evaluation at Djanogly Academy, Nottingham

Inquiry Science Learning: Personal Inquiry and nQuire
Three year project
University of Nottingham/ Open University
Aim:
To help students engage in effective science inquiries

Design based research
Co-design of technology and pedagogy
Personal inquiry learning
Scripted inquiry learning
Guided learning activities on a personal mobile computer
Find my topic Decide my inquiry question or hypothesis Plan my methods, equipment, actions Collect my evidence Analyse and represent my evidence Respond to my question or hypothesis Share and discuss my inquiry Reflect On my progress

nQuire Inquiry Guide to structure inquiry learning outside the classroom Find my topic Decide my inquiry question or hypothesis Plan my methods, equipment, actions Collect my evidence Analyse and represent my evidence Respond to my question or hypothesis Share and discuss my inquiry Reflect On my progress

nQuire web-based toolkit www.nquire.org
Open source (Drupal)
Web-based
Runs on Windows, Linux, Mac
Variety of devices including iPhones
Authoring, teacher, and student applications
Individual, group and whole class activities

Scalable design science of learning
Transformational vision
Orchestrating 1:1 classroom learning
Personal inquiry learning
Interdisciplinary science of learning
Design based research
Open sharing and scaling of best practice
Large scale embedding and evaluation

Designing learning

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