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A design toolkit for emerging learning situations supported by
ubiquitous computing
June 2 , 2010Daniel Spikol
Thursday, June 10, 2010
1. IntroductionThe best way to predict the future is to invent it.
-Alan Kay
Thursday, June 10, 2010
Research Aim
What new design approaches can be developed for supporting
emerging learning landscapes with ubiquitous computing?
Thursday, June 10, 2010
the scope
• Technology-enhanced Learning
• Interaction Design and HCI
• Science of Design
• Proactive computing
• What I mean by a design toolkit
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2. Why?Kaput (1992): “major limitations of
computer use in the coming decades are likely to be less a result of
technological limitations than a result of limited human imagination and the constraints of old habits and social
structures”
Kaput, J. (1992). Technology and mathematics education. In D. Grouws, Handbook of research on mathematics teaching and learning (pp. 515-556). New York, New York, USA: MacMillan Publishing.
Thursday, June 10, 2010
Active Learning
The very nature of learning is changing from transfer, remember and recall to create, discover, understand,
organize, interconnect, retrieve, and to apply knowledge in a culture and
contextBransford, J., B. Barron, et al. (2006). Foundations and Opportunities for and Interdisciplanar Science of
Learning. The Cambridge handbook of the learning sciences. R. K. Sawyer. Cambridge, Cambridge University Press: 19-34.
Pea, R., R. Lindgren, et al. (2008). "Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks." Social Science Information 47(3): 353-370.
Thursday, June 10, 2010
Research Needs
• The role of designer is to explore the science of making and the philosophy of realizing social artifacts.
• The tools and theories of design can be both be supported by design-based research utilize the tensions from debate between theories and practice in HCI.
• But, a new set of tools and methods need to be considered for these emerging learning situations.
Learning Theories Science of DesignMobile and UbiComp
1:3 Small groups
Theory
Proactive Approach Practice
1:1 mobile learning
1:M and M:M Coping Role in Research
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Overview of Researcha science for design is by necessity both a science of making and a philosophy of realizing artifacts
with and for others.
-Klaus Krippendorf
Thursday, June 10, 2010
Different Cases
•mlearn2go
• Mobile Location Based Games and Activities Platform
•GeM - AMULETS
• Geo Math: AMULETS: Advanced Mobile and Ubiquitous Learning Environments for Teachers and Students
• Lets Go
• LETS GO: Learning Ecology with Technologies from Science for Global Outcomes
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mLearn2go
Lets Go
GeM
Thursday, June 10, 2010
Thursday, June 10, 2010
mlearn2go • Settings- Informal & Formal
- Co-Design and Blended Design
- Prototype to commercial spin-off
• Research aims- Which design methods are appropriate for developing novel
learning activities using mobile games?
- How does the involvement of the teachers and the learners impact the design process and how has this given us new perspectives regarding strategies for learning activities?
• Outcomes- Bottom up approach with informal games & physical
activities
- value of different using design methods
- (re)Identified some initial design factors
Thursday, June 10, 2010
Thursday, June 10, 2010
GeM & Lets Go• Settings- Middle School & Highschool
- Co-Design
- Field work, Lab work, classroom
• Research aims- What design lessons can we get from novel prototypes of learning
activities that bring together mobile and 3D technologies?
- How to initiate the co-design process together with teachers, researchers, scientists, designers, and developers in order to develop mobile science collaboratories to support open inquiry-based learning.
• Outcomes- Cycles of sketching » How to find good ideas
- Participatory = higher risk of failure
- GeM Scaling back to find the right idea (research question)
- Theory vs Practice in the team
- Functional requirements and the design process
- Sketches cycles support of the design process
- Role of the DESIGNER
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Thursday, June 10, 2010
Lets Go - Inquiry Science
Thursday, June 10, 2010
Lets Go
Thursday, June 10, 2010
Technology Thoughts
• Settings- technology infrastructure
- connecting the user needs
• Research aims- What features and capabilities should collaborative mobile tools
and systems provide to support different learning activities?
- How mobile web and sensory technologies could be integrated to support science learning activities in the classroom and in outdoor settings?
• Outcomes- trying to develop technology to support the natural flow of
learning and teaching
- recognizing the reality of school IT infrastructure
- trying to utilize open standards in a mostly closed standard world
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open standard approach
Thursday, June 10, 2010
open standard approach
Thursday, June 10, 2010
open standard approach
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Research ApproachIt is a capital mistake to theorise before one
has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.
-Sir Arthur Connan Doyle
Thursday, June 10, 2010
Instructionism
Contrsuctionism
Social-Cultural
Collaborative
Learning
aim to change to preferred
initiating change in man made things
reflective conversation
thoughtful interaction / prospective
Design
usabilityfactorsactorsCREATORS
HCI
calm computercontextproactiveCOPING
Ubi - comp
conversational framework
task model / socio-cultural engineering
mobile complex
Augmented contexts for development
mobile learning
Different Theories
Thursday, June 10, 2010
Research Design
Designproduction of knowledge Research
production of artifacts
Fallman's (2003), Design-oriented Research (left) vs. Research- oriented Design (right)
HCI vs. Research & Design
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Design Experiments Co-design can be defined as a highly facilitated team-based
process in which teachers, researchers, and developers work together in defined roles to design an educational innovation
(Penuel et al., 2007).
(http://www.lkl.ac.uk/projects/designresearch/)
Thursday, June 10, 2010
DBR & Interaction Design
DBR Theory Testing Interaction Design Process
1. The development of a theory.
2. The derivation of principles of for designs from the theory.3. The translation of the principles into concrete designs.
4. The assessment of the designs to test whether they works as anticipated.
1. Identifying the needs and establishing requirements for user experience.
2. Development alternative designs that meet these requirements.3. Building interactive versions of the designs so that they can be communicated and assessed.4. Evaluating what is being built throughout the process and the user experience it offers.
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5. DiscussionYou can’t depend on your eyes when your
imagination is out of focus.
-Mark Twain
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Revisit: Research Question
• What is the role of the creative designer in research?
• What types of tools are required for these designers to conduct this type of research?
• What type of design toolkit for researchers can be developed to support mobile and ubiquitous computing for learning?
What new design approaches can be developed for supporting emerging learning landscapes with ubiquitous computing?
Thursday, June 10, 2010
Initial Factors
• How do we design for creation or action, emerging behavior?
• How do we design for coping in the landscape?
• Human factors » actors »CREATORS
• Design as synthesis / prospective
Creationlearners
actively create artifacts and
learning materials
Actionlearners explore
physical and tangible data in the real world
Sharinglearners share artifacts and
converse about data
Reflectionlearners
collaboratively expand
knowledge through
reflection and conversation
Thursday, June 10, 2010
Coping in the learning landscape
Thrown
Absorbed in coping
Projecting
No time time to reflect on the world (Suchman, 1987)
Needs to physically available (Norman, 1988)
Needs to cognitively available (Waller & Johnston, 2009)
Aspects of our being in the world Implications for learning landscapes
Physical and Cognitive availability involves orientation to the futurea) manipulating the space of possible actionsb) indicating the possibilities for action(Waller & Johnston, 2009)c) enabling creation (this presentation)d) providing new spaces for sharing and refection(this presentation)
Waller, V., & Johnston, R. B. (2009). Making ubiquitous computing available. Communications of the ACM, 52(10). Retrieved from http://portal.acm.org/citation.cfm?id=1562764.1562796.
Thursday, June 10, 2010
Expanded FactorsAction Creation Sharing Reflection
Thrown
Coping
Projection
New Media Literacies
in the world in the world in the world in the world
in the classroom
in the classroom in the classroom
physical physical cognitive cognitive
cognitive cognitive physical physical
moving moving/paused
moving/paused paused
Play Multitasking
Distributed Cognition
Collective Intelligence
Visualization Judgment
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Contexts of Interaction
Thursday, June 10, 2010
Expanded Features
• An Emerging Landscape that is more firmly in the space of the body’s active engagement in its surroundings, in the ‘practical mastery’ of everyday tasks (Bourdieu 1997).
• Coping issue of physicality and cognitively
Learning Modes
Landscape Factors
Interaction Contexts
Interaction Modes
ActionCreationSharing
Reflecting
Thrown Task 1:1Coping Social small group (1:3)
Projecting Classroom 1:MSkills Outside M:M
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Different spheres for design
Thursday, June 10, 2010
Conceptual Toolkit
Thursday, June 10, 2010
6. Take awaysDifferent media designs stimulate different
potentials in human nature. We shouldn’t seek to make the pack mentality as efficient as possible.
We should instead seek to inspire the phenomenon of individual intelligence.
-Jaron Lanier
Thursday, June 10, 2010
Discussion • Why a toolkit?
‣ Framework = basic structure underlying a system, concept, or text
‣ Toolkit = may refer to an assembly of tools
‣ Toolkits for user innovation (the process) is an innovation process in which the user itself does part of the innovation within a set environment.
‣ User toolkits for innovation and it is based on his belief in innovation made by lead users. The process is based on the idea that manufacturers possess the knowledge of the solution possibilities, while the users possess the knowledge about needs. This information is sticky and can therefore not be transferred easily between the user and the manufacturer.
[1] E. von Hippel, "PERSPECTIVE: User toolkits for innovation," Journal of Product Innovation Management, vol. 18, 2001, pp. 247-257.
Thursday, June 10, 2010
Why a toolkit? • Role of the designer, & design thinking
• Complex interaction problems + learning
• Design-based research
• The need to create space for creation, sharing, and reflection with action
• How to balance coping with “center of gravity”
Thursday, June 10, 2010
Cycles of Research
Activity 1
Local Clubs
Summer School
Teaching Training
Middle Schools
Authoring Tool
Teaching Training
Local Clubs
Summer School
Authoring Tool v2
Other Events
DBR
GEM 1
Mobile Focus
AR focused
Mobile and AR
DBR
DBR
DBR
DBR
Initial Specifications
Pilot 1
Brainstorm 1
Brainstorm 2
Pilot 2
Technology development
1
Technology development
2
Curriculum development
intervention 1
intervention 2
intervention 3
Curriculum and Technology
development
DBR
DBR
DBR
DBR
mLearn2go
GeM
Lets GO
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Toolkit
• Cycles and Spaces
• Common Language
• Open Standard Technologies
• Management of the innovation process
Theories & KnowledgeResearch
Educational innovations & ArtifactsPractice
CyclesSpaces
DBR
Common LanguageCommunication
Common LibrariesProduceable
TechnologyDesigners
Researchers
Users
Thursday, June 10, 2010
Ending Thoughts
• Seamless learning landscapes - seamless design
• Classroom Orchestration
• m4action.com
Thursday, June 10, 2010
Thursday, June 10, 2010
Next Steps The International Conference of the Learning SciencesPalmer House Hilton Hotel, Chicago, IL, June 29 - July 2 2010 (Preconference June 28-29)
Three perspectives on technology support in inquiry learning: Personal inquiry, mobile collaboratories and emerging learning objects
http://icls2010workshop.collide.info
Coordinators: Astrid Wichmann ([email protected]), Daniel Spikol ([email protected])Stamatina Anastopoulou ([email protected]), & Heidy Maldonado (Stanford University)
Proposers: Ulrich Hoppe, Marcelo Milrad, Roy Pea, Ton de Jong, & Mike Sharples
Thursday, June 10, 2010
The Team
Prof. Marcelo MilradArianit Kurti
Bato VogelMartin SvenssonOskar PetterssonDidac GilClaudio Alvarez*
* Catholic University of Chile
Magnus PerssonDavid JohanssonLars LorenzSadaf SalavatiKatrin LindwallEmil JohanssonRobert Frohlin
Thursday, June 10, 2010
Partners Prof. Roy Pea
Heidy MaldonadoStanford University
Thursday, June 10, 2010
Different Papers • Journal - Spikol, D., & Milrad, M. (2008). Physical Activities and Playful Learning Using Mobile Games.
Research and Practice in Technology Enhanced Learning. Special issue on Mobile and Ubiquitous Learning Environments. Vol:3 No: 3 pp.275- 295.
• BOOK Chapter - Spikol, D. (2010). Design Strategies for Developing Mobile Collaborative Learning PlatformsBook chapter in Digital Content Creation: Creativity, Competence, Critique, Edited by Kristen Drotner and Kim Christian Schrøder, Oxford, Peter Lang
• IEEE ICALT - Spikol, D., Milrad, M., Maldonado, H., & Pea, R. (2009). Integrating Co-Design Practices into the Development of Mobile Science Collaboratories. Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009) held on July 15-17, 2009 in Riga, Latvia.
• IEEE WMUTE 1 - Spikol D. & Elisasson,, J (2010) Lessons from Designing Geometry Learning Activities that Combine Mobile and 3D Tools, Proceedings of the 6th IEEE WMUTE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education WMUTE 2010 in Kaohsiung Taiwan
• COLLABTECH - Spikol, D., Milrad, M. Svensson, M., Pettersson, O. & Persson, M. (2008). Mobile Collaboration Tools and Systems to Support Ubiquitous Learning. Proceedings of the Fourth Annual Conference on Collaboration Technologies 2008, Wakayama, Japan August 30-31, 2008,
• IEEE WMUTE 2 Vogel, B., Spikol, D., Kurti, A, & Milrad, M., (2010) Integrating mobile, web and sensory technologies to support inquiry-based science learning Proceedings of the 6th IEEE WMUTE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education WMUTE 2010 in Kaohsiung Taiwan
Thursday, June 10, 2010
thanks
Linnæus UniversitySchool of Computer Science, Physics and Mathematics
SE-351 95 Växjö, SWEDENwww.lnu.se
CeLeKTCenter for Learning and Knowledge Technologies
www.celekt.info
Thursday, June 10, 2010