Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.

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

4. http://www.youtube.com/watch?v=SVOY2x81_bg
http://www.ctc.ie/2012/05/great-videos-for-social-media-and.html

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

10. Digital literacies
Creativity
Play Collective intelligence
Performance Judgement
Simulation Transmedia
navigation
Appropriation Networking
Multitasking Negotiation
Distributed cognition Jenkins, 2009
http://www.imv.au.dk/icreanet/ http://www.flickr.com/photos/r8r/4109502436/

11. Fostering new open practices
Open resources Open courses
Open
accreditation
Open scholarship Open research

12. Open resources
http://www.oer-quality.org/

13. Open courses
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://mooc.ca/

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/

16. Open research

17. Collective intelligence

18. Citation indicators

19. Mapping pedagogies to technologies
Social
Information
Informal Formal
Experience
Individual

20. Mapping e-Pedagogies to technologies
Pedagogies Technologies
• Problem-Based Learning (PBL) • Virtual Worlds (VW)
• Inquiry-Based Learning (IBL) • Google
• Didactic (Did) • E-Books
• Reflection (Ref) • Blogs, e-Portfolios
• Dialogic Learning (Dial) • Discussion Forums (DF)
• Collaboration (Collab) • Wikis
• Assessment (Ass) • MCQs
• Communities of Practice (CoP) • Google+
• IBL – social • Twitter
• User-Generated Content (UGC) • Youtube

21. Social
Information
Informal Formal
Experience
Individual

22. IBL/Twitter Social PBL/VW
CoP/Google+ Dial/forum
Dial/Skype Collab/Wiki
Informal Formal
Ref/Blog Ref/e-Portfolio
IBL/Google Did/e-Book
UGC/YouTube Individual Ass/MCQs

23. Social
Information
Informal Formal
Experience
Individual

24. Ref/Blog Experience PBL/VW
CoP/Google+ Ref/e-Portfolio
Dial/Skype Dial/Forum
Informal Formal
IBL/Twitter Coll/Wiki
IBL/Google Did/e-Book
UGC/YouTube Information Ass/MCQs

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

39. Evolving: socio-technical co-evolution
Content Event support, flash Open reviews, expert
seeding debates, etc consultation, etc
Social
interventions
Vision
Virtual
ethnography
Technical
interventions
Beta release RSS feeds, activity Events listing, voting,
streams etc favourites, etc

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