1. Design-Based Research in TEL
Gráinne Conole, Leicester University
23rdMay 2012
Plenary, JTEL Summer School
Estoril, Portugal
2. Outline
• The TEL landscape
• Potential of new technologies
• Digital literacies
• Fostering open practices
• Mapping pedagogies to
technologies
• The problem
• Learning design
• Design-Based Research
• Conclusions
3. The TEL landscape
Emergent technologies
and affordances
Theory and methodology
E-pedagogies, strategies
and learning design
Resources, OER and
Pedagogical Patterns
Evaluations Jameson and De Freitas, 2012 Interventions
5. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
Social media revolution www.heacademy.ac.uk/asse
s/EvidenceNet/Conole_Alev
The machine is us/ing us ou_2010.pdf
6. Technologies
• Transforming everything we
do
• New forms of communication
and collaboration
• Multiple rich representations
• Tools to find, create, manage,
share
• Networked, distributed, peer
reviewed, open
• Complex, dynamic and co-
evolving http://www.flickr.com/photos/oceanflynn/6638184545/
7. Gutenberg to Zuckerberg
• Take the long view
• The web is not the net
• Disruption is a feature
• Ecologies not economics
• Complexity is the new reality
• The network is now the computer
• The web is evolving
• Copyright or copywrong
• Orwell (fear) or Huxley (pleasure)
http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/
8. The Internet of things
www.guardian.co.uk/local-government-network/2011/aug/18/internet-of-things-local-government
9. Digital literacies: definition
• Set of social practices
and meaning making of
digital tools (Lankshear
and Knobel, 2008)
Socio-cultural view of
digital literacy.
• Continuum from
instrumental skills to
productive competence
and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
14. Open accreditation
Peer to Peer University OER University
www.p2pu.org/en/ wikieducator.org/OER_university/
15. Open scholarship
• Exploiting the digital network
• New forms of dissemination
and communication
• Promoting reflective practice
• Embracing the affordances of
new technologies
Weller, 2011
Weller: http://nogoodreason.typepad.co.uk/
25. Mobile learning
E-books
Study calendars
Learning resources
Online modules
Annotation tools
Podcasting
Communication mechanisms
26. Inquiry-based learning
My community
The Personal Inquiry project
Inquiry-based learning across
formal and informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk
27. Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
28. The problem
Social and
participatory media
offer new ways to
communicate and
collaborate Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
29. Solution
Shift frombelief-based, implicit
approaches todesign-
based,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
http://www.open.ac.uk/blogs/OULDI/
30. Conceptualise
What do we want to design, who for
and why?
7Cs of learning Design
framework
Consolidate
Evaluate and embed your design
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
31. Benefits
• Guides design process
• Makes design explicit
• Enables sharing
• Fosters repurposing
• Highlights gaps
• Representations for
learners
32. Design-Based Research
A systematic, but flexible methodology aimed to
improve educational practice through iterative
analysis, design, development and implementation,
based on collaboration between researchers and
practitioners in
real-world settings, and leading to contextually-
sensitive design principles and theories.
Wang and Hannafin, 2005
33. Benefits
• Means of dealing
with real learning
contexts
• Iterative: design,
implementation,
evaluation, refine
• Gives rich insights
into complex
dynamics
34. Facets
• Make assumptions and theoretical basesexplicit
• Collect multiple types of data
• Conduct ongoing data analysis
• Invite multiple voices to critique
• Have multiple accountability structures
• Engage in dialectic among theory, design and
extant literature
Barab, 2006
35. DBR and Learning Design
• Builds on theory & prior • Builds on ID, OER, Ped
research Patterns research etc.
• Pragmatic • Practical tools & resources
• Collaborative • Work with practitioners
• Contextual • Real, authentic contexts
• Integrative • Mixed-method approach
• Iterative – problem, • Problem, implementation,
solution, evaluation evaluation and refinement
• Adaptive and flexible • Agile, based on practice
• Generalisation • Coherent LD framework
36. Problem and solution
• Teachers want
– Examples of good
practices
– Others to talk to
• Solution
– Social networking site
– Best of web 2.0
– Iterative design and
evaluation
40. Design representations
• Teachers want
– Design guidance
– Means to share and
discuss designs
• Solution
– Design representations
– Based on empirical
evidence and theory
41. Implications
• New forms of communication
and collaboration
• Rich multimedia
representation
• Blurring boundaries
• More open practices
• New business models
• New digital literacies
• Harnessing the global
network
http://www.flickr.com/photos/10537908@N07/5904661557/
42. Conclusion
• Co-evolving
• Disruptive
• Unpredictable
• Complex
• New opportunities
• Social
http://www.flickr.com/photos/planeta/6239911583/
43. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
Chapters available on dropbox
grainne.conole@le.ac.uk
44. References
• Conole, G. (forthcoming), Designing for learning in an
open world, New York: Springer
• Conole, G. and Culver, J. (2010), The design of
Cloudworks: applying social networking practice to
foster the exchange of learning and teaching ideas and
designs, Computers and Education, 54(3): 679 – 692
• Jameson, J. and De Freitas, S. (2012), The e-learning
reader
• Jenkins, H. (2009), Confronting the challenges of
participatory culture: Media education for the 21st
century, Mit Pr.
• Naughton, J. (2012), From Gutenberg to Zuckerberg,
what you really need to know about the internet
• Weller, M. (2011), The digital scholar - how technology
is changing academic practice. London, Bloomsbury
Academic
