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Empirical studies of design for learning

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How do interdisciplinary teams of educational designers collaboratively design blended learning environments? This presentation provides first observations from an empirical study of educational designers working on revising a university-level course.

Published in: Education, Technology
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Empirical studies of design for learning

  1. 1. Studies of design for learningBeat A. Schwendimann, Ph.D.CoCo team meeting8 May 2013
  2. 2. How do interdisciplinary groups ofeducational designers collaborate ondesign-for-learning tasks?
  3. 3. Educational Design Research Studio2 projectors1 interactive whiteboardRe-arrangeable furniture3 video cameras5 still-shot photocameras8 voice recorders33 sqm of whiteboard wallScreencapture& IP capture2 iPads
  4. 4. Roles/ divisionof labourUsing toolsKnowledgerepresentationsDesign phasesDesign for Learning studies
  5. 5. Expected design phases
  6. 6. Observed design phases
  7. 7. Findings• Design-for-learning is not a simple linearprocess but consists of multiple, fluid, parallelprocesses• Short- and long-term design patterns can beidentified• Initial empathise phase is central to design-for-learning processes
  8. 8. Further stepsTwo lines of researchRich descriptions of naturally occurring educationaldesign processesDevelop scaffolds to support design for learningprocesses -> Iterative experimental setups

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