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ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
ConTel 2011
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ConTel 2011

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talk at "Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design" workshop, EC-TEL 2011 …

talk at "Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design" workshop, EC-TEL 2011
http://www.ec-tel.eu/programme/workshops-ectel2011#contel

Published in: Education, Technology
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  • 1. The Open University's Institute of Educational Technology
    Context is What We Take For GrantedAddressing Context in Design-Centric Teacher Training
    Yishay Mor, ConTel Workshop, EC-TEL 2011
  • 2. The Open University's Institute of Educational Technology
    Context of this talk
    A view of education as designed learning.
    Ergo, educators as learning designers.
    Need to train educators in design practice and design discourse.
    Design as a conversation with context.
    Need to train educators to articulate context.
  • 3. Sounds good, but…
    “Engaging students in design [..] proved to be a productive way for students to examine their own epistemological beliefs, negotiate them with peers and experts, and explore them in relation to theory.” (Fuhrmann,Kali & Hoadley, 2008)
    But –
    “there are as yet few signs that tertiary teachers are flocking to become more deeply engaged in design.” (Markauskaite & Goodyear, 2009)
    The Open University's Institute of Educational Technology
  • 4. Participatory Pattern Workshops
    The Open University's Institute of Educational Technology
    Engage practitioners
    in intense discussions about issues of technology & education. Discussions rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge.
  • 5. Design Narratives Workshop
    The Open University's Institute of Educational Technology
    Engender collaborative reflection among
    practitioners by a structured process of sharing stories.
    “A design narrative describes the history and evolution of a design over time. [..] Narrative is only one way of making sense of design-based research. [..] To really convey what happened, though, requires a story” (Hoadley, 2002, p 454)
  • 6. Force Mapping
    The Open University's Institute of Educational Technology
    Forces: constraints or factors that influence the problem.
    The difficulty of solving the problem arises from tensions between competing forces.
    • Name the forces
    • 7. Give them icons
    • 8. Plot the links and mark + / -
  • The learning design studio
    Rooted in the traditions of design education (architecture, product design, software engineering)
    In a given thematic domain, students:
    Work in groups
    Identify an educational challenge
    Research it
    Devise a solution
    Pilot, Evaluate, Reflect, Report
    The Open University's Institute of Educational Technology
  • 9. The Open University's Institute of Educational Technology
  • 10. The Open University's Institute of Educational Technology
  • 11. The Open University's Institute of Educational Technology
  • 12. Project Site Template
    The Open University's Institute of Educational Technology
  • 13. The Open University's Institute of Educational Technology
  • 14. Force Mapfrom ml4d workshop,Nairobi
    The Open University's Institute of Educational Technology
  • 15. Force Mapfrom Planet workshop,Singapore
    The Open University's Institute of Educational Technology
  • 16. Force Maps from gbl / mlearning courses
    The Open University's Institute of Educational Technology
  • 17. Somewhat better…
    The Open University's Institute of Educational Technology
  • 18. And better…
    The Open University's Institute of Educational Technology
  • 19. Preliminary observations
    Students designs were ill-fitted to the context of their project.
    Ad-hoc, opportunistic tweaking in lieu of premeditated design.
    Implementation relies on first-hand, tacit familiarity with context – which remains undocumented.
    The Open University's Institute of Educational Technology
  • 20. What went wrong – the medium?
    P.P workshops: “Paper 2.0”
    Courses: collaborative drawing software
    The Open University's Institute of Educational Technology
  • 21. What went wrong – the pedagogy?
    Courses: “describe your context”
    P.P. workshops: “ENCA”
    The Open University's Institute of Educational Technology
  • 22. The “other” frame problem – a possible way out?
    Narratise
    Invoke the innate mechanism of selecting relevant detail
    Sketch
    Capture un-verbal features, relationships
    Metaphor and abstraction
    Explain to distant peers
    Challenge your assumptions
    The Open University's Institute of Educational Technology
  • 23. Coffee break game..
    Think of an interesting learning / teaching situation you were involved in.
    Draw it. 1 minute
    Turn the drawing over, turn to the person next to you, and tell them about it. 1 minute
    Let them draw your story. 1 minute
    Compare. 1 minute
    The Open University's Institute of Educational Technology
  • 24. Thank You!www.yishaymor.org/talks/contel2011Institute of Educational TechnologyThe Open UniversityWalton HallMilton KeynesMK7 6AA
    www.open.ac.uk/iet

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