From Experience to Abstraction through Narratisation and Conversation Yishay Mor,  Technologies in Education unit, the Fac...
<ul><ul><li>“ enca” epistemic cycle </li></ul></ul><ul><ul><li>Education as designed learning </li></ul></ul>Design projec...
“ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Action to Abstraction, via Conversation From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Design.. <ul><li>“ The process of inventing physical things which display new physical order, organization, form, in respo...
“ everyone designs who devises courses of action aimed at changing existing situations into desired ones” (Simon, 1969, p ...
Learning vs. Education opportunistic,  ubiquitous,  continuous, Inherent,  Directed towards  A defined agenda Education = ...
<ul><li>2002-2005, EU (FP6) project, Directed by Professors Richard Noss and Celia Hoyles </li></ul><ul><li>Partners in UK...
ToonTalk www.toontalk.com From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
WebReports From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Guess My Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Challenge From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Response From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Rita’s Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Rita’s Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Rita’s Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Rita explains.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 To create my sequence I thought thus: My fi...
But a few weeks later… From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 I can prove that my sequence and you...
Rita’s Journey <ul><li>Began with an active experience (constructing robots) </li></ul><ul><li>Articulated her experience ...
Joe 999 From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Yish. After 10 minutes I figured out how to do the ...
“ don’t talk –  ToonTalk ”  From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Yishay’s sequence: Joe’s robot finds the difference between...
Joe’s Journey <ul><li>Expressed a claim in narrative form (“after 10 minutes I …”, “you … then you …”) </li></ul><ul><li>R...
“ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Read all about it.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Mor, Y., & Noss, R. (2008). Programming...
My Journey <ul><li>Designed a set of activities, and a set of tools to support them, based on combination of theory, intui...
Design Patterns From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 [describe] a problem which occurs over and ...
Origins   theory of architecture From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
example: activity nodes From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Design problem Community facilities...
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 1994 2010
Learning Patterns From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 <ul><ul><li>Kaleidoscope NOE JEIRP </li><...
Pattern: Guess my X From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Use a CHALLENGE EXCHANGE game of BUILD ...
Guess my X: scheme of solution From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
The Learning Patterns Crop From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Extracted from case studies From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Collected at workshops From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Read all about it.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Winters, N., Mor, Y., & Pratt, D. (2010...
Very nice, but.. <ul><li>Pattern shock </li></ul><ul><ul><li>by the time participants “get the idea”, workshop is over. </...
Pattern Language Network (Planet) From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 JISC (UK) Funded,  15 mon...
Participatory Pattern Workshops Methodology <ul><li>Problem </li></ul><ul><ul><li>Acceleration -> need for effective proto...
PPW framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Collaborative reflection workshop From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Elicit design knowledge b...
Solution  <ul><li>Before the workshop </li></ul><ul><ul><li>Establish communication channels </li></ul></ul><ul><ul><li>Co...
Design Narratives Workshop From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Engender collaborative reflectio...
The problem with stories From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Narrative is a powerful  epistemic...
Solution: S.T.A.R.R From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 <ul><li>S ituation </li></ul><ul><ul><l...
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Three hats
And the outcomes.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Mor, Y. (2011). Embedding Design Pattern...
Yes, but is it science?* From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 *Apologies to Kelly, A. (Eamonn). ...
Learning vs. Education opportunistic,  ubiquitous,  continuous, Inherent,  Directed towards  A defined agenda Education = ...
Design Based Research (DBR) From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 <ul><li>“ design processes subj...
The design experiment cycle From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Embedded in a meta-cycle From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Wanted: scientific representation of design knowledge From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
“ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Next: training educators as learning designers <ul><li>If education is designed learning, then educators are learning desi...
The Challenge <ul><li>Design & deliver a course on “games and learning” </li></ul><ul><li>Target audience – “Digital Citie...
From Action to Abstraction, via Conversation From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Digital Cities programme <ul><li>2 year, non-research MA programme in ed-tech </li></ul><ul><li>22 students: all female, i...
From Action to Abstraction, via Conversation Games & Learning course <ul><li>To gain theoretical and practical understandi...
Design Pattern: Cherry Picking From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Design Pattern: fusion From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Design Pattern: Line-up From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Design Pattern:  peripheral  learning  experience From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
<ul><ul><li>“ enca” epistemic cycle </li></ul></ul><ul><ul><li>Education as designed learning </li></ul></ul>Design projec...
From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
Thank you http://www.yishaymor.org  From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
From Experience to Abstraction through Narratisation and Conversation: Technion, Feb. 2011
From Experience to Abstraction through Narratisation and Conversation: Technion, Feb. 2011
From Experience to Abstraction through Narratisation and Conversation: Technion, Feb. 2011
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  • cycles through personal experience, organisation of that experience in narratives, and structuring of knowledge from these narratives through participation in a learning community.
  • cycles through personal experience, organisation of that experience in narratives, and structuring of knowledge from these narratives through participation in a learning community.
  • 10/05/09
  • From Experience to Abstraction through Narratisation and Conversation: Technion, Feb. 2011

    1. 1. From Experience to Abstraction through Narratisation and Conversation Yishay Mor, Technologies in Education unit, the Faculty of Education, University of Haifa / London Knowledge Lab http://www.yishaymor.org/ From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    2. 2. <ul><ul><li>“ enca” epistemic cycle </li></ul></ul><ul><ul><li>Education as designed learning </li></ul></ul>Design projects Analytical projects Methodology Next: training educators as learning designers WebLabs CoMo Learning Patterns Planet FEASST PPW PhD From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    3. 3. “ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    4. 4. From Action to Abstraction, via Conversation From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    5. 5. Design.. <ul><li>“ The process of inventing physical things which display new physical order, organization, form, in response to function” (Alexander, 1964, p.1) </li></ul><ul><li>“ proposing the form of an artifact, system or process, which in turn drives its behaviour , which in turn can be compared with its desired function ” (Middleton et al. 2008, p. 22, original emphasis) </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    6. 6. “ everyone designs who devises courses of action aimed at changing existing situations into desired ones” (Simon, 1969, p 129) <ul><li>A design approach is.. </li></ul><ul><li>functional / pragmatic </li></ul><ul><li>Value laden </li></ul><ul><li>Representation dependant </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    7. 7. Learning vs. Education opportunistic, ubiquitous, continuous, Inherent, Directed towards A defined agenda Education = Designed Learning From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    8. 8. <ul><li>2002-2005, EU (FP6) project, Directed by Professors Richard Noss and Celia Hoyles </li></ul><ul><li>Partners in UK, Italy, Sweden, Bulgaria, Portugal, Cyprus </li></ul><ul><ul><li>“ creating new ways of representing and expressing mathematical and scientific knowledge in European communities of young learners (10-14 years).” </li></ul></ul><ul><li>http://projects.lkl.ac.uk/weblabs </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    9. 9. ToonTalk www.toontalk.com From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    10. 10. WebReports From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    11. 11. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    12. 12. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    13. 13. Guess My Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    14. 14. Challenge From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    15. 15. Response From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    16. 16. Rita’s Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    17. 17. Rita’s Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    18. 18. Rita’s Robot From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    19. 19. Rita explains.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 To create my sequence I thought thus: My first term is 2 and each one of the other terms is gotten of the previous one adding 2 and multiplying 4 to the result. I created a box with 4 holes. In the first hole I put the first term (2), in the second hole I put the number that I wanted to add (2), in the third hole I put the number that I wanted to multiply (x4) and in the fourth hole I put a bird. I gave the box to the robot and I went in to the robot thought. In the robot thought, I copied with magic wand the first 2 and gave to the bird, I copied with magic wand the second 2 and put in the first hole, I copied with magic wand x4 and put in the first hole. I Clicked in Esc and I left the robot thought. I cleaned the first number of the robot thought box and I tested my robot... And my sequence born...
    20. 20. But a few weeks later… From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 I can prove that my sequence and your sequence are equal with the process of algebraic representation used by Sofia group. Rita's sequence: A 1 = 2 A n+1 = ( A n+2 ) x 4, but if I using the distributive property of the multiplication relatively to the addition I can write that: A 1 = 2 A n+1 = A n x 4 + 8 that is the algebraic representation of the Cyprus's sequence. then I can prove that two sequences are equal.
    21. 21. Rita’s Journey <ul><li>Began with an active experience (constructing robots) </li></ul><ul><li>Articulated her experience in narrative form </li></ul><ul><li>Discussed it with peers and teachers </li></ul><ul><li>Sought a form suitable for mathematical arguments </li></ul><ul><li>Re-phrased her understanding in algebra </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    22. 22. Joe 999 From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Yish. After 10 minutes I figured out how to do the sequence. You take awy 3.5. Then you find half of 3.5 and take that away from 11 and continue this sequence.
    23. 23. “ don’t talk – ToonTalk ” From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    24. 24. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Yishay’s sequence: Joe’s robot finds the difference between terms: And writes, “QED”:
    25. 25. Joe’s Journey <ul><li>Expressed a claim in narrative form (“after 10 minutes I …”, “you … then you …”) </li></ul><ul><li>Retold this narrative in code – transforming it into a mathematical argument. </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    26. 26. “ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    27. 27. Read all about it.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Mor, Y., & Noss, R. (2008). Programming as Mathematical Narrative. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL) , 18 , 214-233. Mor, Y., Noss, R., Hoyles, C., Kahn, K., & Simpson, G. (2006). Designing to see and share structure in number sequences. the International Journal for Technology in Mathematics Education , 13 , 65-78. Mor, Y., Tholander, J., & Holmberg, J. (2006). Designing for cross-cultural web-based knowledge building. In T. Koschmann, D. D. Suthers, & T.-W. Chan (Eds.), The 10th Computer Supported Collaborative Learning (CSCL) conference (2005) (pp. 450-459). Matos, J. F., Mor, Y., Noss, R., & Santos, M. (2005). Sustaining Interaction in a Mathematical Community of Practice. Fourth Congress of the European Society for Research in Mathematics Education (CERME-4) . Sant Feliu de Guíxols, Spain. Mor, Y., & Sendova, E. (2003). ToonTalking about Mathematics. In I. Derzhanski, N. Dimitrova, S. Grozdev, & E. Sendova (Eds.), History and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, Bulgaria . Latvia: University of Latvia.
    28. 28. My Journey <ul><li>Designed a set of activities, and a set of tools to support them, based on combination of theory, intuition, and good luck. </li></ul><ul><li>Refined them until they worked. </li></ul><ul><li>Saw some positive results. </li></ul><ul><li>But what can be learned? What are the elements of design which led to success? </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    29. 29. Design Patterns From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 [describe] a problem which 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 (Alexander et al., 1977) ‏
    30. 30. Origins theory of architecture From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    31. 31. example: activity nodes From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Design problem Community facilities scattered individually through the city do nothing for the life of the city. Design solution Create nodes of activity throughout the community, spread about 300 yards apart. http://www.uni-weimar.de/architektur/InfAR/lehre/Entwurf/Patterns/030/ca_030.html
    32. 32. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 1994 2010
    33. 33. Learning Patterns From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 <ul><ul><li>Kaleidoscope NOE JEIRP </li></ul></ul><ul><ul><li>1 year, 7 institutes, </li></ul></ul><ul><ul><li>6 countries, 15-20 members, </li></ul></ul><ul><ul><li>~24 case studies, ~150 patterns </li></ul></ul>
    34. 34. Pattern: Guess my X From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Use a CHALLENGE EXCHANGE game of BUILD THIS puzzles to combine construction and conversation, promoting an understanding of process-object relationships and leading to meta-cognitive skills such as equivalence classes, proof and argumentation.
    35. 35. Guess my X: scheme of solution From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    36. 36. The Learning Patterns Crop From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    37. 37. Extracted from case studies From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    38. 38. Collected at workshops From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    39. 39. Read all about it.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Winters, N., Mor, Y., & Pratt, D. (2010). The distributed developmental network - d2n: a social configuration to support design pattern generation. In P. Goodyear & S. Retalis (Eds.), Technology-enhanced learning: Design Patterns and Pattern Languages (pp. 233-254). Rotterdam: Sense Publishers. Winters, Niall, & Mor, Y. (2009). Dealing with abstraction: case study generalisation as a method for eliciting design patterns. Computers in Human Behavior, 25 (5), 1079-1088. Childs, M., & Mor, Y., Winters, N. et al., (2006). Learning Patterns for the design and deployment of Mathematical Games: Literature review. Mor, Y., & Winters, Naill. (2007). Games for learning: a design pattern approach (Workshop). Chais conference . Mor, Y., & Winters, Niall. (2008). Participatory design in open education: a workshop model for developing a pattern language. Journal of Interactive Media . Winters, Niall, & Mor, Y. (2008). IDR: a participatory methodology for interdisciplinary design in technology enhanced learning. Computers and Education , 50 , 579-600. Elsevier.
    40. 40. Very nice, but.. <ul><li>Pattern shock </li></ul><ul><ul><li>by the time participants “get the idea”, workshop is over. </li></ul></ul><ul><ul><li>Consequently, most participant contributions not usable. </li></ul></ul><ul><li>Closing the loop </li></ul><ul><ul><li>Need to validate patterns by use. </li></ul></ul><ul><li>Us as component </li></ul><ul><ul><li>“ great stuff, but I couldn't do it without you” </li></ul></ul><ul><li>http://www.yishaymor.org/talks/e-learning-patterns09 </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    41. 41. Pattern Language Network (Planet) From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 JISC (UK) Funded, 15 months, 26 workshops, 6 groups, ~100 case stories, ~30 patterns
    42. 42. Participatory Pattern Workshops Methodology <ul><li>Problem </li></ul><ul><ul><li>Acceleration -> need for effective protocols for sharing of design knowledge </li></ul></ul><ul><li>Context </li></ul><ul><ul><li>interdisciplinary communities of practitioners engaged in collaborative reflection on a common theme of their practice. </li></ul></ul><ul><ul><li>blended setting : co-located meetings + on-line collaborative authoring system. </li></ul></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    43. 43. PPW framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    44. 44. Collaborative reflection workshop From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Elicit design knowledge by sharing, analysing and scrutinising personal experiences. Identify a theme of interest within the domain of practice. This theme should be focused enough to assume is would draw people who can benefit from each others’ experiences, and wide enough to support rich examples and dilemmas. Convene a workshop where participants work in groups to explore the selected theme through sharing personal experience.
    45. 45. Solution <ul><li>Before the workshop </li></ul><ul><ul><li>Establish communication channels </li></ul></ul><ul><ul><li>Collect contributions </li></ul></ul><ul><li>On the day </li></ul><ul><ul><li>Intensive guided group work: process contributions, produce, share. </li></ul></ul><ul><li>After the workshop </li></ul><ul><ul><li>Refine products through on-line channels </li></ul></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    46. 46. Design Narratives Workshop From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Engender collaborative reflection among practitioners by a structured process of sharing stories. Establish a case-driven discussion of common problems and solutions in the target domain, by facilitating a Collaborative reflection Workshop, focused on participants’ stories of their own experiences. The discussion is instigated by prompting participants to post their design narratives in a shared space. It culminates at a workshop, where the scenarios are analysed by groups of 3-6 participants. After the workshop, participants and facilitators revisit the cases, patterns and scenarios that were discussed.
    47. 47. The problem with stories From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Narrative is a powerful epistemic tool (Bruner). Story-telling is intuitive and captivating. <ul><li>But , we want to avoid </li></ul><ul><li>Gossip </li></ul><ul><li>Divergence </li></ul><ul><li>Therapy </li></ul>
    48. 48. Solution: S.T.A.R.R From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 <ul><li>S ituation </li></ul><ul><ul><li>Set the scene (I wasn't there) ‏ </li></ul></ul><ul><li>T ask </li></ul><ul><ul><li>What problem where you trying to solve? </li></ul></ul><ul><li>A ctions </li></ul><ul><ul><li>What did you do? </li></ul></ul><ul><li>R esults </li></ul><ul><ul><li>What happened? </li></ul></ul><ul><li>R eflections </li></ul>
    49. 49. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Three hats
    50. 50. And the outcomes.. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 Mor, Y. (2011). Embedding Design Patterns in a Methodology for a Design Science of e-Learning. In C. Kohls & J. Wedekind (Eds.), Problems Investigations of E-Learning Patterns: Context Factors Solutions . Hershey, PA: Information Science Publishing. Mor, Y., Mellar, H., Pachler, N., & Daly, C. (2011). Formative e-Assessment: case stories, design patterns and future scenarios. In C. Kohls & J. Wedekind (Eds.), Problems Investigations of E-Learning Patterns: Context Factors Solutions (pp. 199-219). Hershey, PA: Information Science Publishing. Daly, C., Pachler, N., Mor, Y., & Mellar, H. (2010). Exploring formative e-assessment: Using case stories and design patterns. Assessment & Evaluation in Higher Education , 35 (5), 619-636. Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: practitioner cases. Computers and Education , 54 (3), 2010. Mor, Y. (2010). Guess my X and other patterns for teaching and learning mathematics. In T. Schümmer & A. Kelly (Eds.), Proceedings of the 13th European Conference on Pattern Languages of Programs (EuroPLoP 2008)
    51. 51. Yes, but is it science?* From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 *Apologies to Kelly, A. (Eamonn). (2004). Design Research in Education: Yes, but is it Methodological? Journal of the Learning Sciences , 13 , 115-128. Those among our theories which turn out to be highly resistant to criticism, and which appear to us at a certain moment of time to be better approximations to truth than other known theories, may be described, together with the reports of their tests, as “the science” of that time. Since none of them can be positively justified, it is essentially their critical and progressive character—the fact that we can argue about their claim to solve our problems better than their competitors—which constitutes the rationality of science.  Popper, K. R. (1963). Conjectures and Refutations: The Growth of Scientific Knowledge . Routledge. pp. xii
    52. 52. Learning vs. Education opportunistic, ubiquitous, continuous, Inherent, Directed towards A defined agenda Education = Designed Learning From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    53. 53. Design Based Research (DBR) From Experience to Abstraction: Yishay Mor, Technion, Feb 2011 <ul><li>“ design processes subjected to standards of scholarship recognised by the scientific community.” Middleton et al (2008) </li></ul><ul><li>“ (a) help design innovations (b) explain their effectiveness or ineffectiveness, theoretically, and (c) re-engineer them where possible, while adding to the science of design itself” (Kelly et al, 2008, p. 5). </li></ul>
    54. 54. The design experiment cycle From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    55. 55. Embedded in a meta-cycle From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    56. 56. Wanted: scientific representation of design knowledge From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    57. 57. “ enca” Epistemic framework From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    58. 58. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    59. 59. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    60. 60. Next: training educators as learning designers <ul><li>If education is designed learning, then educators are learning designers. </li></ul><ul><ul><li>Or should be. </li></ul></ul><ul><li>The link between practice and theory in education has been found lacking in both directions (Wittmann, 2001; 1995; Laurillard, 2008; Mellar, Oliver and Hadjithoma-Garstka, 2009). </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    61. 61. The Challenge <ul><li>Design & deliver a course on “games and learning” </li></ul><ul><li>Target audience – “Digital Cities: Technology, Leadership, and Education”, special MA programme for in-service teachers </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    62. 62. From Action to Abstraction, via Conversation From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    63. 63. Digital Cities programme <ul><li>2 year, non-research MA programme in ed-tech </li></ul><ul><li>22 students: all female, in-service teachers, age 25-40, 13 from Nazareth (Palestinian), 9 from Nazareth Illit (Jewish) </li></ul><ul><li>Aims to establish a group which will lead techno-pedagogical innovation in the two cities. </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    64. 64. From Action to Abstraction, via Conversation Games & Learning course <ul><li>To gain theoretical and practical understanding of the educational potential of computer games. </li></ul><ul><li>To acknowledge the knowledge domain of digital games, and in particular their relationship to learning and teaching. </li></ul><ul><li>To gain practical skills for integrating digital games into educational activities. </li></ul>From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    65. 65. Design Pattern: Cherry Picking From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    66. 66. Design Pattern: fusion From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    67. 67. Design Pattern: Line-up From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    68. 68. Design Pattern: peripheral learning experience From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    69. 69. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    70. 70. <ul><ul><li>“ enca” epistemic cycle </li></ul></ul><ul><ul><li>Education as designed learning </li></ul></ul>Design projects Analytical projects Methodology Next: training educators as learning designers WebLabs CoMo Learning Patterns Planet FEASST PPW PhD From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    71. 71. From Experience to Abstraction: Yishay Mor, Technion, Feb 2011
    72. 72. Thank you http://www.yishaymor.org From Experience to Abstraction: Yishay Mor, Technion, Feb 2011

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