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Design Thinking for Technology Enhanced Learning
The document discusses design thinking for technology-enhanced learning, outlining the process of creating effective learning experiences. It emphasizes the use of various tools, methods, and instructional strategies to structure and facilitate learning activities. Additionally, it introduces exercises for researchers to focus their design efforts and emphasizes the importance of analyzing and communicating learning designs.
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Design Thinking for Technology Enhanced Learning
- 1. Design Thinking for TechnologyEnhanced Learning Marion R. Gruber (@em3rg3) Christian Glahn (@phish108)
- 2. How do westart learning experience design?
- 4. The learning experience designspace is not empty!
- 5. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Portfolio/Learning Records
- 6. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Portfolio/Learning Records Actvity Theory Inspired salted with many other theories & models Design patterns prestructure the educational design space
- 7. Simplify the designspace for rapid process prototyping!
- 11. Let’s have acloser look at the front side
- 13.
- 14.
- 15. In-class methods and tools Onlinemethods and tools
- 16. Now look atthe back side
- 17. More focused conceptsas in the complex canvas
- 27. The cards providea language for analysing and communicating learning designs beyond subject matter
- 28. Exercise 1 create a3-activity sequence
- 29. Let‘s bring thisto work in your research context!
- 30. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records
- 31. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Learning-Time Consuming
- 32. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Technologically “Instantaneous”
- 33. Exercise 2 Identify thefocus of your research design within learning design
- 34. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Activty- Outcome Dependency
- 35. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records ContinuousExperiences
- 36. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Inter-Activity Dependency
- 37. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Procedural Integration/Experience Flow
- 38. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Technology Enhancement
- 39. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time ControlSocial Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records ExperimentalEffect
- 41. Marion R. Gruber(@em3rg3) Christian Glahn (@phish108)