Cook Workshop Art & Science of Learning Design

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Two Cases of Design Research that Explore How Mobile Devices and Social Media Mediate ‘Informal Learning’ to Drive the Debate: Can Learning Design Hack it? http://cloudworks.ac.uk/cloudscape/view/2349

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Cook Workshop Art & Science of Learning Design

  1. 1. Two Cases of Design Research that Explore How Mobile Devices and Social Media Mediate ‘Informal Learning’ to Drive the Debate: Can Learning Design Hack it?ASLD11 Workshop: http://cloudworks.ac.uk/cloudscape/view/2349<br />John Cook <br />Learning Technology Research Institute<br />London Metropolitan University<br />
  2. 2. Johnnigelcook<br />or Jonni Gel Cook!<br />Email: john.cook@londonmet.ac.uk<br />Papers online: http://www.mendeley.com/profiles/john-cook6/<br />Home page: http://staffweb.londonmet.ac.uk/~cookj1/Twitter: http://twitter.com/johnnigelcookSlideshare: http://www.slideshare.net/johnnigelcook<br />Music wiki: http://johnnigelcook.wetpaint.com/page/Music<br />Academia.edu: http://londonmet.academia.edu/JohnCook/About<br />Blip.fm: http://blip.fm/johnnigelcook<br />
  3. 3. Aims<br />Uncover design principles based on 2 complex case studies <br />raise issues about possible approaches to scaling up these techno-pedagogical designs<br />
  4. 4. Aims<br />Provide the workshop with exemplar ‘designs for learning’ (the two cases) for design discourse<br />see if the learning design tools and software available in the workshop <br />can implement all or perhaps aspects of these complex design-based research driven cases/scenarios that I present in position paper<br />Can Learning Design Hack it? <br />
  5. 5. Design research was introduced in CONTSENS with the expectation that participants would<br />
  6. 6. Design research was introduced in CONTSENS with the expectation that participants would<br /><ul><li>systematically adjust various aspects of the designed context
  7. 7. so that each adjustment could be tested and fed back into the next iteration of the intervention</li></li></ul><li>“The information given was underlined by the 'experience' of the area and therefore given context in both past and present.”<br />
  8. 8. “it was triggering my own thoughts and I was getting to think for myself about the area and the buildings.”<br />
  9. 9. “they can be engaged in more productive pedagogical approaches, such as small group work and investigative problem-based learning”<br />Tutor<br />
  10. 10. Ravenscroft, Schmit Cook & Bradley, in press, JCAL<br />MATURE - Continuous Social Learning in Knowledge Networks<br />
  11. 11. People tagging<br />MATURE has systematically considered aspects in the requirements engineering process of informal task-conscious learning support<br />
  12. 12. Conclusion<br />Systematic adjustment of content and scripts in CONTSENS<br />Customising tools to meet cultural factors methodology deployed successfully by FZI<br />Needs extending when we attempt to design for the large-scale use of TEL that<br />is embedded in, <br />or that perhaps embeds, <br />sustainable communities and networks of practice<br />
  13. 13. Learning design tools and software available in the workshop can implement all or perhaps aspects of my cases/scenarios?<br />I look forward to debate surrounding the critical question posed in this paper’s title:<br />Can Learning Design Hack it?<br />

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