The document discusses education as a design practice and science. It talks about how education should help students examine the world critically and make their own decisions. Effective education erodes boundaries between online/offline and formal/informal learning. The speaker advocates a hybrid approach to education that incorporates critical thinking, inquiry-based learning, and playfulness. Education involves designing learning experiences and conditions for students to learn. Learning design questions include defining objectives, assessing outcomes, and planning learning experiences and paths.
Digital Tools to Foster Innovative Thinking PETE&C 2017Gerald Aungst
Digital tools can help us create an environment that promotes the qualities that foster innovative thinking in students. By aligning tools and practice with 5 simple principles, you can improve student thinking.
Learning for knowledgeable action: A mini presentation Nov 6 2013Lina Markauskaite
Foundational ideas that underpin rethinking of Epistemic Fluency and Knowlegeable Action in Professional Learning. Learning as creating epistemic environment and conci(ienci)ous self
What people really want - how #HumanCenteredDesign can help your charity or c...Patrick Olszowski
I was due on stage in 10 minutes and I was totally uncertain if I could do it.
This was me yesterday before I was due to speak at Charity Comms' Psychology of Communications conference.
My entire presentation was a risk. I was going to ask the audience of senior charity sector leaders to do things that I was pretty sure they would find difficult.
I would be rewarding those who worked with me and doing my utmost to persuade others, again and again, who were not yet ready to get involved.
The last time I had presented publicly was in front of an audience of people I knew well. But this was different. Would it work? I had no idea.
Eventually, I went on, starting with a line about how working for yourself is like being a solo polar explorer. Moments of incredible beauty, followed by realising you are surrounded by deep crevasses. I got a laugh and relaxed.
Throughout, people shared their views on the charity sector, by moving up and down an imaginary line in the auditorium - depending on propositions I gave them (and the reactions of other audience members).
I ran another experiment, trialling seven different approaches to get people to sign up to my email newsletter - Top Tips for Tough Problems - all about innovation and charities (www.outrageousimpact.co.uk/tips/)
For those who wouldn't join the email, and were open to it, I had discussions with them on the microphone about what might persuade them. The ability to alter the frequency of emails, sharing this content on LinkedIn and being clearer about what was in the email, persuaded a few.
In the end, 60% of the audience joined the email list and received sweets, a chance to sit in a 'winners' circle', got their name on a plaque on the wall, approval from colleagues, applause and more.
Innovation is about building something new to try and improve lives. It might work. Or flop. But as long as you learn from it, it can never be a failure. That was the key lesson I got yesterday.
This is the presentation you find here.
Patrick
Digital Tools to Foster Innovative Thinking PETE&C 2017Gerald Aungst
Digital tools can help us create an environment that promotes the qualities that foster innovative thinking in students. By aligning tools and practice with 5 simple principles, you can improve student thinking.
Learning for knowledgeable action: A mini presentation Nov 6 2013Lina Markauskaite
Foundational ideas that underpin rethinking of Epistemic Fluency and Knowlegeable Action in Professional Learning. Learning as creating epistemic environment and conci(ienci)ous self
What people really want - how #HumanCenteredDesign can help your charity or c...Patrick Olszowski
I was due on stage in 10 minutes and I was totally uncertain if I could do it.
This was me yesterday before I was due to speak at Charity Comms' Psychology of Communications conference.
My entire presentation was a risk. I was going to ask the audience of senior charity sector leaders to do things that I was pretty sure they would find difficult.
I would be rewarding those who worked with me and doing my utmost to persuade others, again and again, who were not yet ready to get involved.
The last time I had presented publicly was in front of an audience of people I knew well. But this was different. Would it work? I had no idea.
Eventually, I went on, starting with a line about how working for yourself is like being a solo polar explorer. Moments of incredible beauty, followed by realising you are surrounded by deep crevasses. I got a laugh and relaxed.
Throughout, people shared their views on the charity sector, by moving up and down an imaginary line in the auditorium - depending on propositions I gave them (and the reactions of other audience members).
I ran another experiment, trialling seven different approaches to get people to sign up to my email newsletter - Top Tips for Tough Problems - all about innovation and charities (www.outrageousimpact.co.uk/tips/)
For those who wouldn't join the email, and were open to it, I had discussions with them on the microphone about what might persuade them. The ability to alter the frequency of emails, sharing this content on LinkedIn and being clearer about what was in the email, persuaded a few.
In the end, 60% of the audience joined the email list and received sweets, a chance to sit in a 'winners' circle', got their name on a plaque on the wall, approval from colleagues, applause and more.
Innovation is about building something new to try and improve lives. It might work. Or flop. But as long as you learn from it, it can never be a failure. That was the key lesson I got yesterday.
This is the presentation you find here.
Patrick
Learning Analytics – Ethical questions and dilemmasTore Hoel
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
In this Power Hour session, Laurent Bernard will introduce Steelcase’s Workplace Future team, while Joyce Bromberg will discuss how the global office furniture manufacturer uses its human-centered design research methodology to design a corporate learning classroom that enables social learning and the co-creation of content. She will focus on the power of compelling stories and photos to help achieve change inside an organization.
Joyce Bromberg, Director of WorkSpace Futures, Steelcase Inc.
STEM education is about creating a student-centered, inquiry-based classroom where students discover the natural (and real-world) connection between science, technology, engineering, and math. As educators, it is our job to keep the flame of curiosity burning bright in our students in our classrooms and throughout their lives.
This webinar will explore the most effective strategies for Inquiry-Based Instruction with a focus on how STEM education connects to the Common Core State Standards.
You will learn:
Strategies for implementing inquiry-based instruction with an emphasis on critical thinking skills.
Effective ways to apply STEM competencies to impact lesson planning and assessment with a focus on increasing real-world application of content knowledge.
How STEM education connects to the instructional shifts embedded in the Common Core State Standards.
One hour talk for Junior College students about design, creativity and innovation. Going beyond buzzwords and eye-candy, the aim of this talk is to motivate and inspire young people to understand and become aware of design. Delivered: 04/07/2013
Revised and updated slides for the first day of the Creativity and Design module at the Institute on Asian Consumer Insight, Nanyang Technological University 2016
Design Thinking and Public Sector Innovation Ben Weinlick
Ben Weinlick of Think Jar Collective gave a keynote for the Canada Conference Board Public Sector Innovation conference on how human centered design thinking can be a game changer for service and system innovation in the public and social sectors.
Researching people: using questionnaires and interviewsJenna Condie
Social research methods lecture for animation masters students @salforduni. Introducing the two dominant social research methods - questionnaires and interviews.
http://raskar.info or CameraCulture Wiki Page
How to come up w ideas: Idea Hexagon
How to write a paper
How to give a talk
Open research problems
How to decide merit of a project
How to attend a conference, brainstorm
Strive for Five
Before 5 teams
Be early, let others do details
Beyond 5 years
What no one is thinking about
Within 5 steps of Human Impact
Relevance
Beyond 5 mins of instruction
Deep, iterative, participatory
Fusing 5+ Expertise
Fun, barrier for others
Learning Analytics – Ethical questions and dilemmasTore Hoel
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
In this Power Hour session, Laurent Bernard will introduce Steelcase’s Workplace Future team, while Joyce Bromberg will discuss how the global office furniture manufacturer uses its human-centered design research methodology to design a corporate learning classroom that enables social learning and the co-creation of content. She will focus on the power of compelling stories and photos to help achieve change inside an organization.
Joyce Bromberg, Director of WorkSpace Futures, Steelcase Inc.
STEM education is about creating a student-centered, inquiry-based classroom where students discover the natural (and real-world) connection between science, technology, engineering, and math. As educators, it is our job to keep the flame of curiosity burning bright in our students in our classrooms and throughout their lives.
This webinar will explore the most effective strategies for Inquiry-Based Instruction with a focus on how STEM education connects to the Common Core State Standards.
You will learn:
Strategies for implementing inquiry-based instruction with an emphasis on critical thinking skills.
Effective ways to apply STEM competencies to impact lesson planning and assessment with a focus on increasing real-world application of content knowledge.
How STEM education connects to the instructional shifts embedded in the Common Core State Standards.
One hour talk for Junior College students about design, creativity and innovation. Going beyond buzzwords and eye-candy, the aim of this talk is to motivate and inspire young people to understand and become aware of design. Delivered: 04/07/2013
Revised and updated slides for the first day of the Creativity and Design module at the Institute on Asian Consumer Insight, Nanyang Technological University 2016
Design Thinking and Public Sector Innovation Ben Weinlick
Ben Weinlick of Think Jar Collective gave a keynote for the Canada Conference Board Public Sector Innovation conference on how human centered design thinking can be a game changer for service and system innovation in the public and social sectors.
Researching people: using questionnaires and interviewsJenna Condie
Social research methods lecture for animation masters students @salforduni. Introducing the two dominant social research methods - questionnaires and interviews.
http://raskar.info or CameraCulture Wiki Page
How to come up w ideas: Idea Hexagon
How to write a paper
How to give a talk
Open research problems
How to decide merit of a project
How to attend a conference, brainstorm
Strive for Five
Before 5 teams
Be early, let others do details
Beyond 5 years
What no one is thinking about
Within 5 steps of Human Impact
Relevance
Beyond 5 mins of instruction
Deep, iterative, participatory
Fusing 5+ Expertise
Fun, barrier for others
OpenEducation Challenge Finalists' Workshop: Design Thinking SessionYishay Mor
http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013Yishay Mor
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
Metis project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Education as a design practice and a design science
1. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Education as a design
practice and a design science
Dr. Yishay Mor,
Designing for situated knowledge transformation,
Kolding, January 13th 2020
2. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
The paradox of education is precisely this - that as one
begins to become conscious one begins to examine the
society in which he is being educated. The purpose of
education, finally, is to create in a person the ability to look
at the world for himself, to make his own decisions, to say to
himself this is black or this is white, to decide for himself
whether there is a God in heaven or not.
2
To ask questions of the universe, and then learn to live with those
questions, is the way he achieves his own identity. But no society is really
anxious to have that kind of person around. What societies really, ideally,
want is a citizenry which will simply obey the rules of society. If a society
succeeds in this, that society is about to perish.
- James Baldwin, "A Talk to Teachers" speech, 1963
3. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
4. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
xkcd.com/1657
5. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
xkcd.com/1657
6. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
“The whole function of the brain is summed up in: error
correction.”
W. Ross Ashby, in Clark, A. (2013). Whatever next? Predictive brains, situated agents, and the future of cognitive science.
Behavioral and Brain Sciences, 36, 181-204
https://www.frontiersin.org/research-topics/1031/forethought-as-an-evolutionary-doorway-to-emotions-and-consciousness
Brain by holdentrils
Tiger by Gerhard Gellinger
P(survival, reproduction)
7. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Hierarchical predictive coding (Clark, 2013)
I
I
I
I
?
?
P
P
P
P
p
p
Perception
Error
Prediction
Error
8. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Circle
Ball
Football
Football game
Pass
Projectile
Intercept
P(survival, reproduction | circle)
P(goal | intercept)
Model
Context
Image by bottomlayercz0
10. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Situated agents (Clark 2013) :
“perception and action working in productive
tandem to reduce surprisal”
I
I
I
I
?
?
A
A
a
a
P
P
P
P
p
p
P
P
P
P
p
p
p
p
p
p
11. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
practice :=
A recognisable
pattern of action
expected to achieve
desired results
in a familiar situation (context).
12. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Why do we need practices?
Computational complexity.
Problem solving is exponential, pattern matching is linear.
13. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Pr
Systems of practices
Pr
Pr
Pr
Pr
Pr
Pr
Pr
Pr
Pr
Pr
Pr
Pr
praqtal.levinsky.ac.ilCh. 4
14. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
by Karen Arnold
A recognisable
pattern of action
expected to
achieve
desired results
in a familiar
situation
(context).
15. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
by Karen Arnold
Hybridisation
16. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Hybrid realities
17. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
How do you do your...
● Work
● Shopping
● Dating
● Travel
● Leisure
● Education
Unplugged Online Hybrid
18. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Hybrid education :=
Erosion of boundaries between the spaces of education:
● on/off line/onsite
● mobile/static/situated
● in/formal
● teacher/learner
● work/study/leisure
Criticality (Friere), inquiry (Dewey), playfulness (Papert)
19. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
by Karen Arnold
Hybridisation
20. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Educationas
designpractice
&designsciencedesign
design?
21. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Let’s talk about Design…
21
Herbert Simon
Everyone designs who devises courses of action aimed at
changing existing situations into preferred ones.
The more objects are turned into things – that is,
the more matters of facts are turned into matters of
concern – the more they are rendered into objects
of design through and through.
Bruno Latour
Reflective conversation with the materials of the situation
Donald Schön
22. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
changing
existing
situations
into preferred
ones.
matters of
facts are
turned into
matters of
concern
Reflective
conversation
with the
materials of
the situation
23. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Latour’s 5 advantages of design
1. Humility, modesty
2. Attentiveness to detail
3. Creating meaning
4. Always redesign
5. Ethical dimension
Latour, B. (2008). A Cautious Prometheus? A Few Steps Toward a Philosophy of Design (with Special
Attention to Peter Sloterdijk). In J. G. Fiona Hackne & V. Minto (eds.), Proceedings of the 2008 Annual
International Conference of the Design History Society http://www.bruno-latour.fr/node/69
24. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Simon, Schön and others
Holmberg, J. (2014). Studying the process of educational design – revisiting Schön and making a case for
reflective design-based research on teachers’ ‘conversations with situations’. Technology, Pedagogy and
Education, 23, 293-310.
Value-driven
Change-
oriented
Complex challenges
(“wicked problems”)
Representation
sensitive
Iterative
Inquisitive Empathic
25. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
SO, Learning Design..
• Yes, it’s actually design for learning, but..
• If education is about “creating the conditions for the learner to learn”
(Laurillard), then education **is** learning design.
• A shift of practice
26. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
The 5 questions of learning design
• Who are you designing for?
• Where are they now?
• Where do you/they want to get them to?
• How will you know you got there?
• What is the path that would take them there?
27. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Context, Practice, Design
by Karen Arnold
Practice := desire + context + pattern of action
28. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Context, Practice, Design
Practice := objective + context + pattern of action
Context
P o AO
D
A
Context*
P o AO
A
Context*
P o A*O*
A
D
A*
37. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Practices as dynamical (complex) systems
38. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Back
to
design
39. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Value-driven
Change-
oriented
Complex challenges
(“wicked problems”)
Representation
sensitive
Iterative
Inquisitive
40. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Value-driven
Change-
oriented
Complex challenges
(“wicked problems”)
Representation
sensitive
Iterative
Inquisitive
41. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Inquisitive
42. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Inquisitive
43. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Design as
Inquiry
Reflective
Practitioner
Design
Science
Practice-based design
research
44. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
The
Learning
Design
Studio
yishaymor
.org/lds
44
(compare to ch.9, practice
based design research)
45. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
The paradox of education is precisely this - that as one
begins to become conscious one begins to examine the
society in which he is being educated. The purpose of
education, finally, is to create in a person the ability to look
at the world for himself, to make his own decisions, to say to
himself this is black or this is white, to decide for himself
whether there is a God in heaven or not.
45
To ask questions of the universe, and then learn to live with those
questions, is the way he achieves his own identity. But no society is really
anxious to have that kind of person around. What societies really, ideally,
want is a citizenry which will simply obey the rules of society. If a society
succeeds in this, that society is about to perish.
- James Baldwin, "A Talk to Teachers" speech, 1963
46. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
The purpose of education is…
To encourage, enable and support learners to develop their ability to
construct knowledge.
Self-efficacy Curiosity Grit Integrity
Epistemic Practices Pedagogical Practices
47. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Epistemic practices: practices for
constructing knowledge
Pedagogical practices: practices
for supporting others in
constructing knowledge
48. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Knowledge
Types – (ch. 2)
Propositional knowledge
Procedurally realized routines
Practical knowledge
Experiential knowledge
Episodic knowledge
How is it…
Formulated?
Represented?
Constructed?
Validated?
Endowed?
And what about?
Design knowledge
Epistemic (meta)
knowledge
49. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Enter Signature Pedagogies
Erik Erikson once observed that if you wish to understand a culture, study
it’s nurseries.
[…]If you wish to understand how professions develop as they do, study their
nurseries.
Signature Pedagogies [..] are the types of teaching that organize the
fundamental ways in which future practitioners are educated for their
profession. [..] novices are instructed in critical aspects of the three
fundamental dimensions of professional work: to think, to perform, and to
act with integrity.
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134, 52-59.
50. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Enter Signature Pedagogies
Erik Erikson once observed that if you wish to understand a culture, study it’s nurseries.
[…]If you wish to understand how professions develop as they do, study their nurseries.
Signature Pedagogies [..] are the types of teaching that organize the fundamental ways in which future
practitioners are educated for their profession. [..] novices are instructed in critical aspects of the three
fundamental dimensions of professional work: to think, to perform, and to act with integrity.
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134, 52-59.
A system of pedagogical (and implicit epistemic)
practices in a well-defined context.
51. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Anatomy of a signature pedagogy
A Signature Pedagogy has three dimensions. [..]
■ A Surface Structure, [..] concrete, operational acts of teaching. [..]
■ A Deep Structure, a set of assumptions about how best to impart a
certain body of knowledge and know-how. [..]
■ An Implicit Structure, a set of beliefs about professional attitudes, values
and dispositions.
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134, 52-59.
52. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
A grammar for signature pedagogies
Surface structure Deep structure Implicit structure
Pedagogical Practices Pedagogical Principles
Pedagogical Values &
beliefs
Epistemic Practices Epistemic Principles
Epistemic Values &
beliefs
Why?What?How?
Vision & ValuesDesign PrincplesDesign Patterns
53. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
A grammar for signature pedagogies (2)
■ Vision statements: aspirational statements. this is how we want to world
to be.
■ Value statements: normative propositions.
■ Design Principles: imperative propositions derived from the vision and
values.
■ Design Patterns: operational structures. a recurring problem in a defined
context and a validated method of addressing it.
54. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Design patterns
Each pattern describes a problem that occurs over and
over again in our environment, and then describes the
core of the solution to that problem, in such a way that
you can use this solution a million times over, without
ever doing it the same way twice.
— Christopher Alexander
Context
Problem Solution
● A three-part rule
● A “thing in the world” and the proce
to create that thing
55. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
56. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
57. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Participatory Pattern Workshops
58. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
59. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Eduplop.org
twitter.com/yishaym/status/798631323703201792
59
60. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Köppe, C., Nørgård, R. T. & Pedersen, A. Y. (2017). Towards a Pattern Language for Hybrid Education. Proceedings of
the Vikingplop 2017 Conference
61. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Canals & Mor (under review),
Design Principles for Task-
Based Computer-Assisted
Language Learning,
Language Learning &
Technology
62. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Watch this space..
■ Köppe, C., Nørgård, R. T. & Pedersen, A. Y. (2017). Towards a Pattern
Language for Hybrid Education. Proceedings of the Vikingplop 2017
Conference
■ Canals & Mor (under review), Design Principles for Task-Based
Computer-Assisted Language Learning, Language Learning & Technology
■ Nørgård, R. T., Toft-Nielsen, C. & Whitton, N. (2017). Playful learning in
higher education: developing a signature pedagogy. International
Journal of Play, 6, 272-282.
63. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Design
PracticeInquiry
Data
64. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
65. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
66. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
So….
67. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
So….
■ Predictive coding
■ Practices
○ Hybridity
○ Dynamical systems
■ Design
■ Inquiry
○ Learning Design Studio / SNaP!
■ Signature pedagogies
■ Data
68. Dr. Yishay Mor | Learning Design Technology Research | yish@yishaymor.org +972-52-6514574 http://yishaymor.org http://tiny.cc/dskt-ym
Thank you!
Yishay Mor
yish@yishaymor.org
http://yishaymor.org