OU 2011

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OU 2011

  1. 1. Designing for Learning, Learning to Design, Learning by Design: Meeting the Challenges of 201x Education<br />Yishay Mor<br />Milton Keynes, June 2011<br />1<br />
  2. 2. 2<br />How Did I Get Here?<br />Technologies <br />in education,<br />Univ. of Haifa<br />Hebrew Univ., Jerusalem<br />
  3. 3. “supporting learning in…”<br />3<br />
  4. 4. 4<br />From knowledge providers <br />to learning designers<br />
  5. 5. But you don’t need me to tell you this…<br />5<br />
  6. 6. The Challenge<br />How do we support educators’ shift from knowledge providers to learning designers?<br />How do we leverage design experiences as drivers of learning?<br />6<br />Despite the growing number of learning design tools, repositories of case studies and exemplars, standards and specifications, evidence of widespread uptake and adoption remains scattered and inconclusive. (Conole et al 2008) <br />
  7. 7. A Culture of Learning Design<br />How do we -<br />Facilitate design-level conversation among educational practitioners?<br />Represent design knowledge in (technology-enhanced) education?<br />Enculturate educators as learning designers?<br />Establish a discourse of learning design that is scientifically valid and yet widely accessible?<br />7<br />
  8. 8. Today’s menu<br />8<br />Planet<br />Facilitating design-level conversation<br />PhD<br />Representing design knowledge in TEL<br />Courses<br />Enculturating educators as learning designers<br />LD-GRID<br />Establishing a discourse of learning design<br />
  9. 9. Pattern Language Network (Planet)<br />9<br />JISC (UK) Funded, <br />15 months, <br />26 workshops,<br />6 groups, <br />~100 case stories, <br />~30 patterns<br />Directed by Prof. Janet Finlay<br />My role: lead the methodology, facilitate workshops, technical development<br />
  10. 10. Participatory Pattern Workshops Methodology<br />Problem<br />Acceleration -> need for effective protocols for sharing of design knowledge <br />Context<br />interdisciplinary communities of practitioners engaged in collaborative reflection on a common theme of their practice.<br />blended setting: co-located meetings + on-line collaborative authoring system.<br />10<br />
  11. 11. PPW framework<br />11<br />Co-authored with Niall Winters and Steven Warburton<br />
  12. 12. Design Narratives Workshop<br />12<br />Engender collaborative reflection among practitioners by a structured process of sharing stories.<br />
  13. 13. 13<br />Three hats<br />
  14. 14. Pattern Mining Workshop<br />14<br />Shift from anecdotes to transferable design knowledge by identifying commonalities across case stories, and capturing them in a semi-structured form.<br />
  15. 15. Future Scenarios Workshop<br />15<br />Validate design patterns by applying them to novel real problems in real contexts.<br />
  16. 16. And the outcomes..<br />16<br />Mor, Y. (2011). Embedding Design Patterns in a Methodology for a Design Science of e-Learning. In C. Kohls & J. Wedekind (Eds.), Problems Investigations of E-Learning Patterns: Context Factors Solutions. <br />Mor, Y., Mellar, H., Pachler, N., & Daly, C. (2011). Formative e-Assessment: case stories, design patterns and future scenarios. In C. Kohls & J. Wedekind (Eds.), Problems Investigations of E-Learning Patterns: Context Factors Solutions<br />Daly, C., Pachler, N., Mor, Y., & Mellar, H. (2010). Exploring formative e-assessment: Using case stories and design patterns. Assessment & Evaluation in Higher Education, 35(5), 619-636. <br />Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: practitioner cases. Computers and Education, 54(3), 2010.<br />Mor, Y. (2010). Guess my X and other patterns for teaching and learning mathematics. In T. Schümmer & A. Kelly (Eds.), Proceedings of EuroPLoP 2008<br /> And hundreds of happy customers..<br />
  17. 17. But is it methodical?<br />17<br />
  18. 18. PhD<br />18<br />winner of the second TELEARC award for PhD excellence, 2011.<br />
  19. 19. Design Experiment Cycle<br />19<br />(McKenney et al, 2006; Gravemeijer and Cobb, 2006; Cobb and Gravemeijer, 2008; <br />Gorard, Roberts and Taylor, 2004; Cobb et al, 2003; Bannan-Ritland, 2003)<br />
  20. 20. Representations of Design Knowledge in Education<br />20<br />Design Narratives<br />(Barab et al, 2008; Bell, Hoadley and Linn, 2004)<br />EML / IMS-LD<br />(Koper & Tattersall, 2005; Koper & Olivier, 2004)<br />Scripts<br />(Miao et al., 2005; Kobbe et at., 2007)<br />Design Principles<br />(Fuhrmann, Kali and Hoadley, 2008; Kali, 2006; 2009; Bell, Hoadley & Linn, 2004)<br />Design Patterns<br />(Retalis et al, 2006; Haberman, 2006; Derntl & Motschnig-Pitrik, 2005; Goodyear et al. 2004)<br />Activity Sequences<br />(Dalziel 2006)<br />(McAndrew, Goodyear, and  Dalziel, 2006)<br />
  21. 21. Representations of Design Knowledge in Education<br />21<br />Design Narratives<br />(Barab et al, 2008; Bell, Hoadley and Linn, 2004)<br />EML / IMS-LD<br />(Koper & Tattersall, 2005; Koper & Olivier, 2004)<br />Scripts<br />(Miao et al., 2005; Kobbe et at., 2007)<br />Design Principles<br />(Fuhrmann, Kali and Hoadley, 2008; Kali, 2006; 2009; Bell, Hoadley & Linn, 2004)<br />Design Patterns<br />(Retalis et al, 2006; Haberman, 2006; Derntl & Motschnig-Pitrik, 2005; Goodyear et al. 2004)<br />Activity Sequences<br />(Dalziel 2006)<br />
  22. 22. A Design Narrative… <br />Is an account of critical events in a design experiment from a personal, phenomenological perspective. <br />Focuses on design in the sense of problem solving <br />describing a problem in the chosen domain, the actions taken to resolve it and their unfolding effects. <br />Portray the complete path leading to an educational innovation<br />not just its final form – including failed attempts and the modifications they espoused.<br />22<br />
  23. 23. A design narrative should..<br />Provide an account of an aspect of a design experiment, in the voice of the designer / researcher / participant.<br />Clearly delineate the context of the design experiment and its educational goals.<br />Present a documented record of the protagonists’ actions and their effect.<br />Incorporate data collected and processed in appropriate scientific methods.<br />Decouple reporting events from their interpretation.<br />Be followed by a statement of the derived conclusions, linking them clearly and explicitly back to the narrative.<br />23<br />
  24. 24. Design Narrative Templates..<br />24<br />http://www.yishaymor.org/phd<br />patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Cases/<br />
  25. 25. From Narratives to Design Patterns<br />Identifya prominent design feature in a design narrative, linked to a desired outcome.<br />Capture the design feature using a core template of Problem, Context, and Solution. <br />Corroborate with other narratives.<br />Express the problem as a configuration of forces. <br />Define the context of the pattern by the situational characteristics common to all supporting narratives.<br />Articulate the solution in the most specific detail that is still consistent with all supporting narratives.<br />25<br />
  26. 26. 26<br />Qualities of Design Patterns<br />Methods for Extracting Patterns from Narratives<br />Design Pattern Template<br />Design Narrative Template<br />Types of Design Narratives<br />Qualities of Design Narratives<br />Methods for Aggregating Design Narratives<br />Data Collection<br />Methods<br />
  27. 27. But is it practical?(does it affect practice?)<br />27<br />
  28. 28. Game and learning course<br />2 terms (23 weeks each), 2010 / 2011<br />My role:<br />Design <br />Teach<br />Develop the supporting environment<br />Evaluate (ongoing)<br />28<br />
  29. 29. Digital Cities programme<br /><ul><li>2 year, non-research MA programme in ed-tech
  30. 30. 22 students: all female, in-service teachers, age 25-40, 13 from Nazareth (Palestinian), 9 from Upper Nazareth (Jewish)
  31. 31. Aims to establish a group which will lead techno-pedagogical innovation in the two cities.</li></ul>29<br />
  32. 32. 30<br />
  33. 33. Games & Learning course<br /><ul><li>To gain theoretical and practical understanding of the educational potential of computer games.
  34. 34. To acknowledge the knowledge domain of digital games, and in particular their relationship to learning and teaching.
  35. 35. To gain practical skills for integrating digital games into educational activities.</li></ul>31<br />
  36. 36. Violence: experience, read, debate<br />32<br />Play Quake live<br />Watch / read about the medal of Honour controversy.<br />Share your views in an on-line discussion<br />
  37. 37. Oh really? Design & conduct mini-research<br />33<br />Examine beliefs of children’s attitude to games:<br />Design and distribute a questionnaire.<br />Design and conduct an observation and an interview.<br />Compare and discuss findings.<br />
  38. 38. Co-Construction of Knowledge Artefacts: Teachers’ Guide<br />34<br />Concluding task - collaboratively develop a “teachers’ guide”:<br />A website introducing the theory and practice of the relationship between games and learning. <br />
  39. 39. 2nd term: projects<br />35<br />10 projects (singles – pentas)<br />Identify educational challenge, context, pedagogical approach<br />Design and test:<br />Implementation: use existing game, design activity.<br />Development: create new game<br />gamification: activity using game design principles.<br />
  40. 40. 36<br />mLearning Course<br />13 weeks x 4 hours<br />Project-based: Students –<br />Form groups <br />Identify an educational challenge<br />Define a pedagogical approach<br />Review case studies<br />Design and implement a solution<br />Evaluate and reflect<br />
  41. 41. “Maths in the pocket”training teachers in using mobile maths apps<br />37<br />
  42. 42. mLearning in the Hecht Museum<br />38<br />
  43. 43. 39<br />STELLAR noe theme team, 8 EU partners, 1 year, started April 2011<br />(my role: team leader)<br />
  44. 44. What next?<br />40<br />PPW<br />LD-GRID<br />Synthesis<br />PhD<br />Research Framework<br />Andragogical Framework<br />Genesis<br />Courses<br />Studies<br />mLearning<br />GBL<br />Maths-ed<br />ML4D<br />OK Culture<br />
  45. 45. Thank you<br />yishaymor.org<br />http://www.slideshare.net/yish/ou-2011<br />41<br />
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