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Cultivating Learning Design Thinking with ePortfolios in a Masters course
This document discusses using ePortfolios in a Masters course to cultivate learning design thinking. It describes how the course explored learning design models and technologies through enactment, evaluation, and reflection activities. Students designed an online learning intervention and reflected on the process in an ePortfolio. The course addressed the diverse backgrounds of students with varying educational theory and technology experience. Student performance and reflections showed how the iterative process supported developing learning design thinking. The course structure and assessments were adapted based on reflections to better address student diversity.
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Cultivating Learning Design Thinking with ePortfolios in a Masters course
- 1. Cultivating Learning DesignThinking with ePortfolios in a Masters course Andrew Deacon & Cheryl Hodgkinson-Williams Centre for Educational Technology, University of Cape Town, South Africa ICEL 2013 27 June 2013, Cape Town
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- 3. Learning, Co gnition and Technology ICTsin Education: Issues and Debates Educational ICTs for Developing Context Online Learning Design Minor Dissertation & Advanced Research Design 1 2 3 4
- 5. Learning Design Thinking Acomplex, iterative process of problem-defining and problem-solving of ill-defined learning needs that requires a creative and analytic approach through iterative prototyping based on formative feedback
- 6. Types of Content AnalyticSynthetic More concerned with finding or discovering More concerned with making and inventing
- 7. Types of Process Symbolic Real abstract,symbolic world real world; artefacts for managing the physical environment
- 8. Types of ThinkingProcesses Owen (2007); Razzouk & Shute (2012)
- 9. Diverse Contexts 58 students,2009 – 2012 Kenya 3 Mozambique 1 Cameroon 1 Namibia 3 Nigeria 7 Uganda 6 Zambia 3 Zimbabwe 8 Canada 1 Austria 2 Swaziland 1 South Africa 22
- 10. Home Languages Afrikaans 4% Eng &Afr 5% English 52% German 3% Isixhosa 12% Oshiwambo 2% Other 3% Shona 7% Siswati 2% Unknown 10%
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- 12. Ubiquitous Tools Differ Studentsusing technology Personal learning environments Supporting learning environments Technology for teaching
- 13. Course Structure Exploration Learning design models &learning technologies Enactment Design authentic learning intervention Evaluation Evaluate learning intervention in situ Reflection Create an ePortfolio justifying the design choices
- 14. Course Design Thinking •Content – Contrasting learning design models to counter one-design-fits-all – Investigated related technologies to illustrate educational affordances • Teaching strategies – Modelling & explaining learning design models through examples – Teach-back sessions by students to present differing design models – Explore diversity of perspectives in Jigsaw Group Work • Assessment – Design, develop & evaluate an authentic online learning activity with cycles of formative assessment – peers and lecturers – Develop an e-portfolio to document design choices and reflect on learning process
- 15. Students’ Prior Experience -Educational Theory - Educational Technology + Educational Theory - Educational Technology - Educational Theory + Educational Technology + Educational Theory + Educational Technology A B C D
- 16. Our Naïve Assumptions -Educational Theory - Educational Technology + Educational Theory - Educational Technology - Educational Theory + Educational Technology + Educational Theory + Educational Technology A B C D Technology support More on Education context & Technology Little support required Educational theory support
- 17. How students performed •Over 4 years – 58 students • ‘A’ – mean: 66% • ‘B’, ‘C’ & ‘D’ – mean: 71% - 72% • Only a few students with no educational theory or technology experience were at greater risk of struggling
- 18. A: Alice’s reflections “Ihave learnt that that it is very important to first understand the context of the users, the problem to be addressed, the affordance requirements of the task to be prescribed as well as the underlying principles and pedagogies in order to effectively provide an intervention”
- 19. B: Bem’s reflections “SometimesI got confused and wondered whether I was really on the right track especially when it can to certain sections of the e-portfolio and the prototype WebQuest intervention”
- 20. C: Chris’ reflections “Isuspect that if and when I develop more online activities, this might shift. Hopefully this will mean activities that are more creative than I have at present. But in this online activity it was definitely a case of using the known to venture into the unknown”
- 21. D: Dina’s reflections “Thelecturer adjusts according to the students’ ability, interest, time, need and the extent to which he/she intends to delve in the subject matter and may not necessary follow any systematic pattern”
- 22. Course Redesign Cycle ExplorationEnactment Evaluation Reflection Course re-design for following year Assessments & own reflections A B C D A B C D A B C D A B C D
- 23. Conclusion • Pedagogic strategiesto surface learning design thinking – Explore technology affordances – Develop an authentic learning task – Provide specific and iterative formative feedback, e.g., for ePortfolios • Diverse backgrounds – Cannot assume prior qualifications equates to common learning design thinking – Adapt pedagogical strategies to be responsive to diversity • Analytical frameworks to reflect on our own design thinking, pedagogies and course design