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Kali ronen-fuhrmann


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Kali ronen-fuhrmann

  1. 1. Making Expert Design Knowledge Useful for Novices<br />Yael Kali<br />Technologies in Education, University of Haifa<br />Tamar Ronen-Fuhrmann<br />Transformative Learning Technologies Lab (TLTL), Stanford University<br />
  2. 2. Ways to articulate expert design knowledge:<br />Design narratives (Hoadley, 2002; Linn & Hsi, 2000, Mor & Noss, 2008) <br />Design principles (Herrington, 2006; Kali, 2006, 2008; Linn, Bell, & Davis, 2004; Merrill, 2002; van den Akker, 1999) <br />Design patterns (Goodyear, 2005; Goodyear & Retalis, 2010; Linn & Eylon, 2006; Mor & Winters, 2007; Retalis, Georgiakakis, & Dimitriadis, 2006) <br />These often fail to serve as useful aids for novice designers (McAndrew & Goodyear, 2007).<br />Articulating design guidelines<br />
  3. 3. Pedagogical model for teaching educational technology design<br />
  4. 4. The DPD<br />
  5. 5. Goal, Context and methods<br />Goal: To characterize novices’ learning processes<br />Context: 3 enactments of a “Designing Educational Technology” course (Students were teachers in middle and high schools - designed a technology-enhanced unit in their teaching field) <br />Methods:<br />14 groups (33 graduate students in education) served as case studies in a multiple case-study approach<br />Rich data: all artifacts (formal design artifacts + non formal sketches and online discussions during the design process)<br />Two rubrics for analysis (based on earlier research)<br />
  6. 6. Maturity Of Design Artefact (MODA) rubric(Kali & Ronen-Fuhrmann, forthcoming)<br />
  7. 7. Epistemology Rubric (Kali & Ronen-Fuhrmann, 2011)<br />
  8. 8. Outcomes (combining the rubrics)<br />2 groups<br />1<br />2<br />2 groups<br />Epistemology<br />Concretization (MODA)<br />3 groups<br />7 groups<br />3<br />4<br />
  9. 9. High pace of maturation (concretization skill)<br />I<br />S<br />Y<br />The ISY case study<br />ISY’s module: Recursive algorithms for scanning data-structure trees<br />
  10. 10. Non-coherent epistemology (beginning of semester)<br />Major reducing of gap (end if semester)<br />I<br />S<br />Y<br />The ISY case study<br />
  11. 11. Conclusions<br />Concretization: <br />Essential skill in the process of gaining design knowledge, <br />Way to assist students to reflect and reduce gaps in their understanding about learning. <br />The pedagogical model: a productive manner for novices to use expert design knowledge (in the form of design principles and features in the DPD)to guide their design process<br />