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Exploring the
Design Science Research Process
as an approach to addressing
Digital Fluency for Academic staff at
Open Univ...
Design Science Research explored -
• Research Paradigm in which a designer answers
questions relevant to human problems vi...
Artefact
ProblemPerson perceives
People,
Practices &
Problems
Johannesson
& Perjons (2012)
Problem
Identification
• Motivation
Objectives of a
Solution
• Respond to
Requirements
Design &
Development
• Artifact
Dem...
Problem Identification
• OER Africa support for Open Uni Tanzania (OUT)
– Aug 2013: took stock of progress & identified cu...
Solution Objectives
Guidance / Capacity Development for Academic Staff
• Advancing General Digital Competencies
• Developi...
Design and Development
Artefact to be produced:
• ‘Digital Fluency’ course for Academics
• Five modules identified:
– Digi...
DemonstrationWider
propagation
Regional
Dissemination
Internal to
OUT
Academics
Internal to
IEMT
Evaluation
• For each module:
– Set up Evaluation Metrics for pilots
– Gather & Analyse Feedback from Facilitators & Stude...
References
• Hevner, A. and Chatterjee, S. (2010). Design research in Information Systems,
Integrated Series in Informatio...
Thank You!
Brenda Mallinson
brendam@saide.org.za
Slideshare - http://www.slideshare.net/brenda6
This work is licensed unde...
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Mallinson dsrp approach for digital fluency

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Design Science Research Process approach to addressing Digital Fluency

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Mallinson dsrp approach for digital fluency

  1. 1. Exploring the Design Science Research Process as an approach to addressing Digital Fluency for Academic staff at Open University of Tanzania Brenda Mallinson 24-25 June 2014
  2. 2. Design Science Research explored - • Research Paradigm in which a designer answers questions relevant to human problems via the creation of innovative artifacts, thereby contributing new knowledge to the body of scientific literature. The designed artifact/s are both useful and fundamental in understanding that problem. • Principle: Knowledge and understanding of a design problem and its solution are acquired in the building and application of an artifact. Hevner & Chatterjee (2010)
  3. 3. Artefact ProblemPerson perceives People, Practices & Problems Johannesson & Perjons (2012)
  4. 4. Problem Identification • Motivation Objectives of a Solution • Respond to Requirements Design & Development • Artifact Demonstration • Proof of Concept Evaluation • Collect Feedback Communication• Publish output DSRP Model Peffers et al (2006)
  5. 5. Problem Identification • OER Africa support for Open Uni Tanzania (OUT) – Aug 2013: took stock of progress & identified current needs • Areas requiring support identified: 1. Review and update of a variety of OUT institutional policies 2. Further enhancement of the OUT Digital Library Portal 3. Address challenges in moving from print based to digital culture with the ODL context
  6. 6. Solution Objectives Guidance / Capacity Development for Academic Staff • Advancing General Digital Competencies • Developing Specific Digital Competencies in a range of areas to be identified In order to facilitate: • Guidance to students to access and use supplementary materials • Enhancement of blended and online teaching and learning • Promotion of student engagement and interaction in the Distance Education context • Efficiencies in working with the new OUT administrative paperless environment • Working with Open Educational Resources to change pedagogical practices
  7. 7. Design and Development Artefact to be produced: • ‘Digital Fluency’ course for Academics • Five modules identified: – Digital Literacy Fundamentals – Academic Integrity – Storage and Access of Digital Resources – Working with OERs – Learning Design and Development for Online Delivery How? • Model shared educational beliefs in conceptualising, designing, developing, piloting and implementing the course • Used Learning Design 7C’s OERs (UL & OU UK) to workshop the modules’ design
  8. 8. DemonstrationWider propagation Regional Dissemination Internal to OUT Academics Internal to IEMT
  9. 9. Evaluation • For each module: – Set up Evaluation Metrics for pilots – Gather & Analyse Feedback from Facilitators & Students – Revise Communication • Publish as an OER – Release whole course & modules using CC license – Disseminate via appropriate portals & fora • Share reflexive research via scholarly open access publication
  10. 10. References • Hevner, A. and Chatterjee, S. (2010). Design research in Information Systems, Integrated Series in Information Systems 22 • Johannesson, P. and Perjons, E. (2012). A Design Science Primer, CreateSpace • Mallinson, B. (2013a). ‘OUT Next Steps Elaborated - September 2013’. OER Africa / Saide. • Mallinson, B. (2013b). ‘OUT Trip Report - October 2013’. OER Africa / Saide. • Mallinson, B. (2014). ‘Project plan for the OUT OER Digital Fluency course – April 2014’. OER Africa / Saide. • Peffers, K., Tuunanen, T., Gengler, C., Rossi, M., Hui, W., Virtanen, V. and Bragge, J., (2006). ‘The Design Science Research Process: A Model for Producing and Presenting Information Systems Research’. In: Proceedings of the first international conference on design science research in information systems and technology. (DESRIST). Claremont, CA.: CGU, pp.83-106. • University of Leicester (2012). ‘The 7Cs of Learning Design Toolkit’. Institute of Learning Innovation. [online] [Accessed 17 Apr. 2014]. Available at: http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs- toolkit
  11. 11. Thank You! Brenda Mallinson brendam@saide.org.za Slideshare - http://www.slideshare.net/brenda6 This work is licensed under a Creative Commons Attribution 4.0 Unported License.

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