Towards a Framework for a Design Science of Technology Enhanced Education


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Presentation at the 2nd STELLARnet Alpine Rendez-Vous

Published in: Education, Technology
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  • This is very fertile. Interesting to see you slide from frameworks to narratives. This must be a very natural transition; I see it frequently. I'll let you know when my current under-construction conception is ready for viewing/critiquing. Good work.
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Towards a Framework for a Design Science of Technology Enhanced Education

  1. 1. Towards a Framework for a Design Science of Technology Enhanced Education Yishay Mor, Technologies in Education unit, the Faculty of Education, University of Haifa / London Knowledge Lab
  2. 2. Can Technology Enhance Learning?
  3. 3. It depends.
  4. 4. How Can Technology Enhance Learning?
  5. 5. It depends.
  6. 6. How Can Technology Enhance Learning? Affecting Change Context Function Value Existing State Desired State
  7. 7. How Can Technology Enhance Learning? Mediating Human Activity Representation Affecting Change Existing State Desired State Context Function Value
  8. 8. “ everyone designs who devises courses of action aimed at changing existing situations into desired ones” (Simon, 1969, p 129) <ul><li>A design approach is.. </li></ul><ul><li>functional / pragmatic </li></ul><ul><li>Value laden </li></ul><ul><li>Representation dependant </li></ul>
  9. 9. Learning vs. Education opportunistic, ubiquitous, continuous, Inherent, Directed towards A defined agenda Education = Designed Learning
  10. 10. design-based research (DBR) <ul><li>“ design processes subjected to standards of scholarship recognised by the scientific community.” Middleton et al (2008) </li></ul><ul><li>“ (a) help design innovations (b) explain their effectiveness or ineffectiveness, theoretically, and (c) re-engineer them where possible, while adding to the science of design itself” (Kelly et al, 2008, p. 5). </li></ul>
  11. 11. The design research cycle
  12. 12. … embedded in a meta-cycle
  13. 13. Wanted: representations of design knowledge
  14. 14. “ enca” Epistemic framework
  15. 15. Narrative <ul><li>Something happened to someone under some circumstances . </li></ul><ul><li>Context </li></ul><ul><li>Plot (sequence of events) </li></ul><ul><li>Protagonists </li></ul><ul><li>Implicit moral </li></ul><ul><li>Bruner: we make meaning out of experiences by arranging them into stories. </li></ul>
  16. 16. Design Narratives <ul><li>“ 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) </li></ul>
  17. 17. From Narrative to Design Narrative <ul><li>Credibility </li></ul><ul><li>Transparency </li></ul><ul><li>Systemisation </li></ul><ul><li>Cumulativity </li></ul>“ there is nothing in narrative form that guarantees veracity” (Shavelson et al., 2003)
  18. 18. Formalising Design Narratives Taxonomy Structure Collation Criteria Template Designer Narrative Criteria Method & Organisation Researcher Narrative Learner Narrative Teacher Narrative Participant Narrative Future Scenarios
  19. 19. Template Component Description Overview Brief summary of the situation, task and main outcomes. Sources List of data sources consulted in the composition of this narrative. Situation The circumstances in which this narrative is situated, in terms of time, place, environment and participants. Task The objectives that the protagonists set to achieve or the problem to solve. Actions The sequence of actions the protagonists took in order to address the task. Results The actual effects of the protagonists’ action, as demonstrated by evidence. Reflections Lessons and questions derived from the narrative.
  20. 20. Beyond Narratives
  21. 22. Bottom Line <ul><li>There is a need for a design paradigm in educational research, which is value-driven, functionally-aligned, representation-aware </li></ul><ul><li>Such a paradigm requires appropriate forms of representing scientific knowledge, and structured processes for producing them. </li></ul><ul><li>Design Narratives, Design Patterns and Scenarios, embedded in the design experiment cycle, are a step in that direction. </li></ul>
  22. 23. Thank you