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Teaching as design science: innovations with pedagogies
and technologiesGráinne Conole
University of Leicester 22nd October 2012
7th Annual EDEN Research Workshop, Leuven
National Teaching Fellow 2012
Teaching as a Design Science
• Need evidence-based and creative approach to design
• Learning design: a new methodology for design
• Promoting creativity and innovation
• Tension between design as Science and Art
Outline
• E-Learning timeline• Technologies trends• Learning Management Systems• Teacher practice and paradoxes• Learning Design• Disaggregation of Education• Conclusion
E-Learning timelineM
ultim
edia
reso
urce
s
80s
The
Inte
rnet
and
the
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n Ed
ucati
onal
Res
ourc
es
01
Mob
ile d
evic
es
98
Gam
ing
tech
nolo
gies
00So
cial
and
par
ticip
ator
y m
edia
04
Virt
ual w
orld
s
05
E-bo
oks
and
smar
t dev
ices
Mas
sive
Ope
n O
nlin
e Co
urse
s
07 08
Technological trends
• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Learning analytics
Google glasses project
• Can ‘see’ the Internet on glasses
• Context sensitive information
• Context lenses planned
Learning Management Systems
Content Communication tools
Collaborationtools
Assessment tools
Upload tools
Trackingtools
Library
Finance
Student records
Registration
Timetabling
Conole, forthcoming, UNESCO briefing paper
Promise and reality
Social and participatory media offer new ways to communicate and collaborate
Wealth of free resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills
Learning Design
Shift from belief-based, implicit approaches to design-based,
explicit approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
Learning DesignA design-based approach to creation and support of
courses
Guidance
Visualisation Sharing
Learning Design of a Learning Activity
Institutional context
External context
Technology affordances
Pedagogies
Teacherpractice
Learner characteristics
http://openclipart.org/
Socio-cultural perspectives
Other teachers and learners can use or repurpose
Vygotsky, Activity Theory
Research focusWhat Mediating Artefacts do teachers use?What Mediating Artefacts can we create to guide the design process?
DesignHas an inherent
Teacher
Learning activityor Resource
Creates
Mediating Artefacts (MA)
Design Mediating ArtefactsConceptsToolsDialoguesActivities
Teacher
Learning activityor Resource
Creates
Mediating Artefacts (MA)
CommunityDivision of
labourRules
Activity Theory
Design-Based Research
A systematic, but flexible methodology aimed to improve educational practice through iterative analysis, design, development and implementation, based on collaboration between researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories.
Wang and Hannafin, 2005
• Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics
Facets
• Make assumptions and theoretical bases explicit
• Collect multiple types of data• Conduct ongoing data analysis• Invite multiple voices to
critique• Have multiple accountability
structures• Engage in dialectic among
theory, design and extant literature
Barab, 2006
ConceptualiseWhat do we want to design, who for and why?
ConsolidateEvaluate and embed your design
The 7Cs Framework
DBR and Learning Design
• Builds on theory & prior research
• Pragmatic• Collaborative• Contextual• Integrative• Iterative – problem,
solution, evaluation• Adaptive and flexible• Generalisation
• Builds on ID, OER, Ped Patterns research etc.
• Practical tools & resources• Work with practitioners• Real, authentic contexts• Mixed-method approach• Problem, implementation,
evaluation and refinement• Agile, based on practice• Coherent LD framework
Problem and solution
• Teachers want – Examples of good
practice– Others to talk to
• Solution– Social networking site– Best of web 2.0– Iterative design and
evaluation http://cloudworks.ac.uk
Problem and solution
• Teachers want– Design guidance– Means to share and
discuss designs• Solution
– Design representations– Based on empirical
evidence and theory
Course Featureshttp://linoit.com
Course Map
Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.
1. 2. 3.4.5.6.7.
Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.
1. 2. 3.4.5.6.7.
Course/module summary: Key words:
http://tinyurl.com/ActivityProfileFlash
Activity Profile
• Assimilative (Read, view, listen)• Information Handling• Communicative• Productive• Experiential• Adaptive• Assessment
Storyboardhttp://linoit.com
SPEEDhttp://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed
Free image courtesy of FreeDigitalPhotos.net
• JISC-funded, Transformation• Embed benefits from DUCKLING and
7Cs to:– Liverpool John Moores– London South Bank– Northampton– Derby
• Repackage resources into 3 categories:– Course Design– Activity Design– Moderating Online
• Resources available as OERs
EvaluationWe made a big breakthrough. We have achieved the insight about the need to structure it as a course, an online course, and not just simply as a set of learning activities plus integrated resources.
The visual nature of the tools and the quick and easy way that one could use it without too much elaborative training. They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront.
I wanted to have my thinking
challenged with regard to course
design and development and I
definitely left reflecting and
questioning our unit's current
approach and have some good
tools and approaches to pilot with
course design teams.
It’s a way of freeing your mind and putting all the
ideas of all the people in the course team down
somewhere, not having to be so prescriptive. It
was just a much freer and [more] creative
experience than getting the learning outcomes and
writing them as active verbs, and getting in at a
granular level. It was quite sort of a liberating
thing to just have everybody move components
around and say, ‘Do you know I really like all these
features. I’d like to do some problem-based
learning. I’d like to do peer-review.’
Ming Nie
Resources Learning pathways
Support Accreditation
Disaggregation of education
http://www.flickr.com/photos/emclibrary/2459359483/
Image by James Cridland
100 million adults can’t afford university (UNESCO)
Resource-based learning
• Over ten years of the Open Educational Resource (OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU Podcasts - iTunes U
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
Outputs• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions
http://www.youtube.com/watch?v=eW3gMGqcZQc
MassiveOpen Online Courses
http://www.olds.ac.uk/
Learning pathways
• Guided pathways through materials• Can promote different pedagogical approaches
Pedagogical approaches
Drill & practicelearning
Mobilelearning
Situated learning
Immersive learning
Drill and practice learning
Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
Mobile learning
Situated learning
Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
Immersive learning
Support
• Computer assisted• Peer support• Tutor support• Community support• Mentoring
http://www.flickr.com/photos/24289877@N02/5851058394/
Accreditation
www.p2pu.org/en/
Peer to Peer University
wikieducator.org/OER_university/
OER University
Implications for institutions
• Disaggregation: resources, learning pathways, support and accreditation
• What is the role of traditional institutions?
• Tension of institutionally support systems and Cloud services
• More open approaches to learning, teaching and research
http://www.flickr.com/photos/ssoosay/6738302627/
http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance
[email protected]://e4innovation.com
