ConTel 2011

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talk at "Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design" workshop, EC-TEL 2011
http://www.ec-tel.eu/programme/workshops-ectel2011#contel

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ConTel 2011

  1. 1. The Open University's Institute of Educational Technology<br />Context is What We Take For GrantedAddressing Context in Design-Centric Teacher Training<br />Yishay Mor, ConTel Workshop, EC-TEL 2011<br />
  2. 2. The Open University's Institute of Educational Technology<br />Context of this talk<br />A view of education as designed learning.<br />Ergo, educators as learning designers.<br />Need to train educators in design practice and design discourse.<br />Design as a conversation with context. <br />Need to train educators to articulate context.<br />
  3. 3. Sounds good, but…<br />“Engaging students in design [..] proved to be a productive way for students to examine their own epistemological beliefs, negotiate them with peers and experts, and explore them in relation to theory.” (Fuhrmann,Kali & Hoadley, 2008)<br />But –<br />“there are as yet few signs that tertiary teachers are flocking to become more deeply engaged in design.” (Markauskaite & Goodyear, 2009)<br />The Open University's Institute of Educational Technology<br />
  4. 4. Participatory Pattern Workshops<br />The Open University's Institute of Educational Technology<br />Engage practitioners <br />in intense discussions about issues of technology & education. Discussions rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge.<br />
  5. 5. Design Narratives Workshop<br />The Open University's Institute of Educational Technology<br />Engender collaborative reflection among <br />practitioners by a structured process of sharing stories.<br />“A design narrative describes the history and evolution of a design over time. [..] Narrative is only one way of making sense of design-based research. [..] To really convey what happened, though, requires a story” (Hoadley, 2002, p 454)<br />
  6. 6. Force Mapping<br />The Open University's Institute of Educational Technology<br />Forces: constraints or factors that influence the problem.<br />The difficulty of solving the problem arises from tensions between competing forces.<br /><ul><li>Name the forces
  7. 7. Give them icons
  8. 8. Plot the links and mark + / -</li></li></ul><li>The learning design studio<br />Rooted in the traditions of design education (architecture, product design, software engineering) <br />In a given thematic domain, students:<br />Work in groups<br />Identify an educational challenge<br />Research it<br />Devise a solution<br />Pilot, Evaluate, Reflect, Report<br />The Open University's Institute of Educational Technology<br />
  9. 9. The Open University's Institute of Educational Technology<br />
  10. 10. The Open University's Institute of Educational Technology<br />
  11. 11. The Open University's Institute of Educational Technology<br />
  12. 12. Project Site Template<br />The Open University's Institute of Educational Technology<br />
  13. 13. The Open University's Institute of Educational Technology<br />
  14. 14. Force Mapfrom ml4d workshop,Nairobi<br />The Open University's Institute of Educational Technology<br />
  15. 15. Force Mapfrom Planet workshop,Singapore<br />The Open University's Institute of Educational Technology<br />
  16. 16. Force Maps from gbl / mlearning courses<br />The Open University's Institute of Educational Technology<br />
  17. 17. Somewhat better…<br />The Open University's Institute of Educational Technology<br />
  18. 18. And better…<br />The Open University's Institute of Educational Technology<br />
  19. 19. Preliminary observations <br />Students designs were ill-fitted to the context of their project.<br />Ad-hoc, opportunistic tweaking in lieu of premeditated design.<br />Implementation relies on first-hand, tacit familiarity with context – which remains undocumented.<br />The Open University's Institute of Educational Technology<br />
  20. 20. What went wrong – the medium?<br />P.P workshops: “Paper 2.0”<br />Courses: collaborative drawing software<br />The Open University's Institute of Educational Technology<br />
  21. 21. What went wrong – the pedagogy?<br />Courses: “describe your context”<br />P.P. workshops: “ENCA”<br />The Open University's Institute of Educational Technology<br />
  22. 22. The “other” frame problem – a possible way out?<br />Narratise<br />Invoke the innate mechanism of selecting relevant detail<br />Sketch<br />Capture un-verbal features, relationships<br />Metaphor and abstraction<br />Explain to distant peers<br />Challenge your assumptions<br />The Open University's Institute of Educational Technology<br />
  23. 23. Coffee break game..<br />Think of an interesting learning / teaching situation you were involved in.<br />Draw it. 1 minute<br />Turn the drawing over, turn to the person next to you, and tell them about it. 1 minute<br />Let them draw your story. 1 minute<br />Compare. 1 minute<br />The Open University's Institute of Educational Technology<br />
  24. 24. Thank You!www.yishaymor.org/talks/contel2011Institute of Educational TechnologyThe Open UniversityWalton HallMilton KeynesMK7 6AA<br />www.open.ac.uk/iet<br />

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