Design Thinking for Technology Enhanced Learning

Marion R. Gruber
Marion R. GruberResearcher, Digital Education and Research, Faculty of Arts, University of Zurich
Design Thinking for
Technology Enhanced Learning
Marion R. Gruber (@em3rg3)
Christian Glahn (@phish108)
How do we start
learning experience design?
Design Thinking for Technology Enhanced Learning
The learning experience
design space is not empty!
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Simplify the design space for
rapid process prototyping!
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Let’s have a closer look at the
front side
Design Thinking for Technology Enhanced Learning
RoleRole
Learning
verbsTeaching
verbs
In-class methods
and tools
Online methods
and tools
Now look at the back side
More focused concepts as
in the complex canvas
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
Design Thinking for Technology Enhanced Learning
The cards provide a language for
analysing and communicating learning
designs beyond subject matter
Exercise 1
create a 3-activity sequence
Let‘s bring this to work in
your research context!
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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”
Exercise 2
Identify the focus of your
research design within
learning design
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Application/
Documentation
Organisation/
Structure
Educational
objectives
Location
Interaction Mode Relations
Time
Control Social 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
Design Thinking for Technology Enhanced Learning
Marion R. Gruber (@em3rg3)
Christian Glahn (@phish108)
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Design Thinking for Technology Enhanced Learning