The Learning Design Studio: a collaborative, project-based, design-centric approach to teachers professional development

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  • The Learning Design Studio format combines the iterative structure of educational design research and the principles of inquiry learning. Students are guides through a process of defining their project, investigating the context in which it is situated and identifying appropriate techno-pedagogical theories, reviewing relevant cases, conceptualising a solution, implementing a prototype of that solution, evaluating it and reflecting on the process. Although this cycle is presented as a neat linear progression, in reality project work is messy and iterative. We expect students to revisit various points as their understanding evolves.
  • The Learning Design Studio format combines the iterative structure of educational design research and the principles of inquiry learning. Students are guides through a process of defining their project, investigating the context in which it is situated and identifying appropriate techno-pedagogical theories, reviewing relevant cases, conceptualising a solution, implementing a prototype of that solution, evaluating it and reflecting on the process. Although this cycle is presented as a neat linear progression, in reality project work is messy and iterative. We expect students to revisit various points as their understanding evolves.
  • The Learning Design Studio format combines the iterative structure of educational design research and the principles of inquiry learning. Students are guides through a process of defining their project, investigating the context in which it is situated and identifying appropriate techno-pedagogical theories, reviewing relevant cases, conceptualising a solution, implementing a prototype of that solution, evaluating it and reflecting on the process. Although this cycle is presented as a neat linear progression, in reality project work is messy and iterative. We expect students to revisit various points as their understanding evolves.
  • The Learning Design Studio: a collaborative, project-based, design-centric approach to teachers professional development

    1. 1. Yishay Mor Improving teaching and professional development using participatory design The Learning Design Studio: a collaborative, project-based, design-centric approach to teachers professional development Yishay Mor, yishaymor.org CIDUI 2014 International Workshop
    2. 2. http://goo.gl/lRWGTl
    3. 3. Design thinking … uses the designer's sensitivity and methods to match peoples needs with what is technologically possible … (Brown) Everyone designs who devises courses of action aimed at changing existing situations into desired ones (Simon) Design is … changing matters of fact into matters of concern (Latour) A reflective conversation with the materials of a situation (Schön)
    4. 4. Vitruvius: Utilitas, firmitas, venustas (Utility, firmness, delight) • Utility – Functional; Pragmatic; existing situations → desired • Firmness – Deliberate – Teaching as design science (Laurillard) – Design inquiry (Friday) • Delight / Beauty – Are we having fun?
    5. 5. Learning Design := The deliberate creative practice of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Mor, Y., & Craft, B. (2012). Learning design: reflections upon the current landscape. Research in learning technology, 20. Mor, Y., Craft, B., & Hernández-Leo, D. (2013). The art and science of learning design: Editoral. Research in Learning Technology, 21.
    6. 6. Let's play a game... who are you working for?  Imagine someone you want to help learn something.  Name her.  Draw her.  Describe her. − Her desires, fears, assets and barriers.  Show your drawing to the person next to you, and tell its story.
    7. 7. Congratulations – your 1st Persona! Personas are a tool for sharing our understanding of our expected users, as a starting point for design. [...] In order to fit the needs and constraints of these people, we need to have a model of the actors playing a role in our innovation. ld-grid.org/resources/representations-and-languages/personas Remember – if you're not designing for someone, you're designing for no-one.
    8. 8. Share... ilde.upf.edu/handson (soon....) (or..)
    9. 9. Now, put her in context Technological Social Intentional Material
    10. 10. map the forces - - - - + + + +
    11. 11. And share... ilde.upf.edu/handson (soon!!) (or..)
    12. 12. Discuss: How can you re-align the forces to achieve the goals? - - - - + + + +
    13. 13. Storyboard: tell a story (in pics) “...a low fidelity prototype consisting of a series of .. sketches [..] used by designers to illustrate and organize their ideas and obtain feedback.” usabilitynet.org/tools/storyboarding.htm “...a short graphical depiction of a narrative. Storyboards can be used for a variety of activities. In designing new technologies, storyboards often illustrate an envisioned scenario of how an application feature works." (Truong, Hayes & Abowd 2006) ld-grid.org/resources/representations-and-languages/storyboard
    14. 14. Snap! Blog! Review Co- Reflect 1 2 3 4
    15. 15. You know what's coming...  Storyboard a (technology enhanced) learning activity that helps your learner achieve your / her goals in her context.  Show it to the person next to you  Discuss  Share
    16. 16. Ok, but how do you know it works?  Peer review  Theoretical grounding  Heuristic evaluation  Empirical evaluation (not today)
    17. 17. Design Inquiry of Learning Imagine Define an educational challenge that you would like to address. Investigate Analyse the context, refine the challenge, identify a suitable pedagogical approach Inspire Review examples of past innovations and apply the insights from those to your project. Ideate Conceptualise a solution Prototype A rapid crude implementation to test your Evaluate Assess the extent to which your design meets its objectives, identify areas for improvement Reflect Produce an account of your design process, the learning experiences you derived from it, and their outcomes. Yishay Mor
    18. 18. Educational Design Research Sustained & collaborative CPD eppi.ioe.ac.uk/cms/Default.aspx?tabid=132Teacher inquiry Inquiry based learning nquire.org.uk Mor & Winters (2007) Design Inquiry of Learning
    19. 19. History... (and future)  Learning patterns, Formative eAssessment, Planet  Games & Learning / mLearning course, Haifa  Openness and innovation in elearning, OU UK  OLDS MOOC  Metis  HandsonICT
    20. 20. lp.noe-kaleidoscope.org 2006 - 2007
    21. 21. http://feasst.wordpress.com/ 2008 - 2009
    22. 22. web.lkldev.ioe.ac.uk/patternlanguage/xwiki/bin/view/Main/ 2008 - 2009
    23. 23. http://goo.gl/Yx31gR
    24. 24. courses.edtech.haifa.ac.il/games courses.edtech.haifa.ac.il/mlearning 2010 – 2011 open.ac.uk/postgraduate/modules/h817 2013
    25. 25. Mor, Y., & Mogilevsky, O. (2013). The learning design studio: collaborative design inquiry as teachers’ professional development. Research in Learning Technology, 21. Mor, Y., & Mogilevsky, O. (2013). Learning design studio: educational practice as design inquiry of learning. In Scaling up Learning for Sustained Impact (pp. 233-245). Springer Berlin Heidelberg.
    26. 26. http://www.olds.ac.uk/ 2013
    27. 27. http://handsonict.eu/ 2014 (http://youtu.be/IOVEmkXZuKU)
    28. 28. http://handsonict.eu/
    29. 29. http://metis-project.org/ 2013 - 2015
    30. 30. http://youtu.be/yZ4hQudEmDs
    31. 31. Design Inquiry of Learning Imagine Define an educational challenge that you would like to address. Investigate Analyse the context, refine the challenge, identify a suitable pedagogical approach Inspire Review examples of past innovations and apply the insights from those to your project. Ideate Conceptualise a solution Prototype A rapid crude implementation to test your Evaluate Assess the extent to which your design meets its objectives, identify areas for improvement Reflect Produce an account of your design process, the learning experiences you derived from it, and their outcomes. Yishay Mor
    32. 32. Want more?  http://www.yishaymor.org/lds  http://metis-project.org/  http://handsonict.eu/join-us/  http://www.moocdesign.cde.london.ac.uk/  http://www.somolearn.org/workshops/ec-tel-2014
    33. 33. Shameless... http://openeducationeuropa.eu/en/MOOCsworkshop
    34. 34. http://xkcd.com/1382/ Thank you! Questions? Yishaymor.org http://goo.gl/lRWGTl

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