New Transformative Learning in Design Research: The Story Behind … · 2016. 6. 25. · Sagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting

Transformative Learning in Design Research: The Story Behind the Scenes

Yael Kali

Transformative Learning in Design Research: The Story Behind the Scenes

Yael Kali

Plato in his academy 4th century B.C. (Carl Wahlbom 1879)

Designing transformative learning experiences: Long history

Plato in his academy 4th century B.C. (Carl Wahlbom 1879)

Current learning TEL environmentse.g., Slotta’s ENCORE lab

Designing transformative learning experiences: Long history

(Students)(Researchers & teachers)

Unplanned transformative learning experiencesamong those who conduct design research

(Researchers & teachers)

Outcomes of design research(Students’ transformations;

Rational means of exploration)

Process of design research(Researchers & teachers’ Transformative learning)

Outcomes of design research(Students’ transformations;

Rational means of exploration)

The methodological Journey

Transfor-

mationSolution


Transfor-

mationSolution

Transformative learning among

researchers – inherent to design research

Exploring the mechanism and sharing is crucial

for our field

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• Introduction• Design Researchers’ Transformative Learning (DRTL):

An initial framework

In this talk:

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An initial framework• Reflections on two case-studies using DRTL lenses

In this talk:

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An initial framework• Reflections on two case-studies using DRTL lenses• Sharing DRTL stories: Opportunities and challenges for the

Learning Sciences

In this talk:

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FRAMEWORK

DRTLDesign Researchers’ Transformative Learning

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Transformative learning

Transformative learning = a change in ways of thinking / frameworks for understanding the world and for acting in it

Transformative learning is for the learner what Kuhn's (1962) paradigmatic shift is for a scientific community

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Transformative learning process

Transformative learning

Existing framework for understanding the

world

New framework for understanding

the world

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world


the world

Physics

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world


the world


Existing framework for understanding

learning


learning

DRTL

Physics

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learning


learning

• Blending analytical and creative mindsets in DR (McKenney & Reeves, 2012)

Combining different kinds of knowledge and knowing (e.g., Markauskaite and

Goodyear, 2016)

• Boundary crossing withinteacher-researcher partnerships in DR (e.g., Akkerman & Buinning, 2016; Penuel et al., 2015)

Boundary crossing

(e.g., Akkerman & Bakker, 2012)

DRTL

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learning


learning

Analytical

Creative

DRTL

Boundary Crossing

The Design Researchers’ Transformative Learning (DRTL) framework:

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learning


learningBoundary Crossing

Analytical

Creative

DRTL


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Boundary Crossing


learning


learning

Analytical

Creative

DRTL

The Design Researchers’ Transformative Learning (DRTL) framework: Good design researchers are able to blend analytical and creative mindsets, shifting fluidly between rational, empirically driven reasoning and creative innovation…

(McKenney 2016, p. 166)

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Blending analytical and creative mindsets in design research

Generic model for conducting design research in education, in McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.

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NSGeneric model for conducting design research in education, in

McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.


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Boundary Crossing


learning


learning

Analytical

Creative

DRTL


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learning


learning

Analytical

Creative

DRTL

Boundary Crossing


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NSCollins, A. (1990). Toward a design science of education. New York: Center for Technology in Education, Bank Street

College. Retrieved from http://cct2.edc.org/ccthome/reports/tr1.html

Boundary Crossing within teacher-researcher partnerships

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Teacher–researcher partnerships in design research

Model based on studies such as:• Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner

cooperation. Educational researcher, 26(7), 13-22.• McKenney, S. (2016). Researcher–practitioner collaboration in educational design research: Processes, roles, values, and expectations. In M. A.

Evans, M. J. Packer and K. Sawyer (Eds.), Reflections of the learning sciences: Current perspectives in social and behavioral sciences (pp. 155-188). NY: Cambridge.


Planningenactment

Enacting designed

environment

Reflecting on

enactment

Making design

decisionsProblematizing

Collecting data

Analyzing data

Reporting research

outcomes

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RTRTT R

Teacher–researcher partnerships in design research


CollaborativeCooperative

Degree of Collaboration

Res

po

nsi

bili

ty

DR Practices DR Practices DR Practices

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RTRT

Data extraction agreement Clinical partnership


Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational researcher, 26(7), 13-22.

Co-learning agreement

RT

Design Based Implementation Research (DBIR)e.g., Fishman et al (2013); Penuel et al (2013), Cobb et al (2013)

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RTRT


RT


Boundary crossing processes occur when people from different communities of practice interact with each other, and experience what the practices of the other profession entail. As a result, they may change their own understandings and practices.

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Learning Mechanisms

Identification

Coordination

Reflection

Transformation

Learning mechanisms in the “boundary crossing” literature

Akkerman, S. F. ., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169.


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Learning Mechanisms

Identification

Coordination

Reflection

Transformation

Learning mechanisms in the “boundary crossing” literature

Akkerman, S. F. ., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169.


People change their existing practices or develop new practices at the boundary between the two communities of practice

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NSAkkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School

Partnership. Journal of the Learning Sciences, XXX 1-45.

Learning Mechanisms Institutional Level Interpersonal Level Intrapersonal Level

Identification

Coordination

Reflection

Transformation


Boundary crossing at multiple levels

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Identification

Coordination

Reflection

Transformation



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Identification

Coordination

Reflection

Transformation



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Identification

Coordination

Reflection

Transformation



Transformation

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learning


learning

Analytical

Creative

DRTL

Boundary Crossing


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CASE 1

DRTL via blending analytical and creative mindsets

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Transfor-

mationSolution


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Told story

Sagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting internal values in higher education. Studies in Higher Education.

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NSSagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting internal values in higher

education. Studies in Higher Education.

Told story

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Level 1 Intervention Level 3 Intervention

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• Within each level: Use of website Learning outcomes (understanding, retention, attitudes)

• Between levels: Improvement in learning outcomes

The story behind the scenes

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• First assumption was refuted




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• First assumption was refuted

• What were the processes that supported learning?

• How can we measure them?




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• Gap between the values that guided students in their learning process, and instructors’ perceptions about these values


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• Gap between the values that guided students in their learning process, and instructors’ perceptions about these values

• Change focus to culture of learning


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Findings using the Culture of Learning Continuum framework

Sagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting internal values in higher education. Studies in Higher Education.

Told story

Students were more likely to:• Seek personal growth,• Appreciate formative nature of assessment • Make efforts to learn• Negotiate meaning with peers• Seek ownership of learning

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Internal Values External Values

Told story Findings using the Culture of Learning Continuum framework

Gap between students’ learning culture (calculated) , and instructors’ perceptions of a typical student learning culture

Sagy, O., Kali, Y. (2013). Learning and teaching cultures in higher education: The role of technology in turning the vicious cycle into a virtuous One. Proceedings of the 8th Chais conference on instructional technologies research, 2013. (pp. 75-82). Raanana: The Open University.

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Analysis of case 1 in terms of blending analytical and creative mindsets


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InventorTaskDetective

Is open to be surprisedFrame the inquiryBuilds tight lenses

Eval

uat

ion

Seizes unplanned opportunities

Collect the dataExecutes a plan

Questions why this is soAnalyze the findingsDeduces and induces

Asks what ifConsiders processesJudges what was

Ref

lect

ion

Connects to other ideasConsiders findingsAscertains meaning

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Eval

uat

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Questions why this is soAnalyze the dataDeduces and induces


Ref

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Examples of analytical and creative perspectives during evaluation and reflection (adapted from McKenney & Reeves, 2012).

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Eval

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Ref

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Eval

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Ref

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Eval

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Ref

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CASE 1:DRTL via blending analytical and creative mindsets

Boundary Crossing


learning


learning

Analytical

Creative

DRTL

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CASE 2

DRTL via boundary crossing within teacher-research partnerships

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Co

gnit

ive

app

ren

tice

ship

p

has

eM

od

elin

gC

oac

hin

gFa

din

g

Co

llin

s, B

row

n,

& N

ewm

an (

19

89

)

Shamir, T., Dayan, Y., & Kali, Y. (2009). Assimilating online technologies into school culture. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 307-334.

Told story

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• 3 iterations X 1-year program • Focus on teacher professional

development (teachers as designers)• Comparison of pre-post artifacts


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• 3 iterations X 1-year program • Focus on teacher learning

(teachers as designers) through analyzing artifacts

• Change to 3 year program• Dynamic ecology: Varied participation


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• 3 iterations X 1-year program • Focus on teacher learning

(teachers as designers) through analyzing artifacts

• Change to 3 year program• Dynamic ecology: Varied participation

• Whose learning to analyze?• WHAT IS DATA AND WHAT IS NOISE?


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NSShamir, T., Dayan, Y., & Kali, Y. (2009). Assimilating online technologies into school culture. Interdisciplinary

Journal of E-Learning and Learning Objects, 5, 307-334.

0

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0.2

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0.4

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0.7

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1

Added Valueof the

Technology

RequiredLevel ofThinking

MakingContents

Accessible

Scaffoldingfor RichArtifacts

PeerLearning

EmbeddedAssessment

First in-depth activity Final in-depth activity

Co

mb

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qu

alit

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d in

dep

end

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ind

ex

Told story

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• The unit of analysis should be the school rather than the teacher


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0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Ac

tivit

y I

nd

ex

School A

School B

School C

Shamir, T., Dayan, Y., & Kali, Y. (2009). Assimilating online technologies into school culture. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 307-334.

Year 1 Year 2 Year 3 One year after

Told story

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RT


RTRT

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RTRT

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RTRT

• Techers more involved in planning intervention, and evaluation•Researchers more involved in

redefining school policies and practices

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Identification

Coordination

Reflection

Transformation

T R

Analysis based on: Akkerman, S., & Bruining, T. (2016). Multilevel Boundary Crossing in a Professional Development School Partnership. Journal of the Learning Sciences, XXX 1-45.

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Identification

Coordination

Reflection

Transformation


• Teachers began to acknowledge new pedagogical approach

• Researchers began to take into account local affordances and constraints

• Team decides to change intervention

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Identification

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Transformation


• New shared practice: Revising the professional development program

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Identification

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T R


• School vision and criteria for use of technology developed

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Identification

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Transformation

T R


• Researchers: Revise research focus• Teachers: Adopt pedagogical approaches

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Identification

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Transformation

T R


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CASE 2 DRTL via boundary crossing within teacher-research partnerships


learning


learning

Analytical

Creative

DRTL

Boundary Crossing

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CONCLUSIONS

Sharing DRTL studies: Opportunities and challenges for the Learning Sciences

Transfor-

mationSolution

…the book provides the reader with … unpublished material that lays out…

issues... that Cobb has confronted in his work, that… required theoretical and methodological shifts… and provides insight into how he has achieved the

shifts … (from book cover)

Documenting design decisions and rationales is one way for the field to

produce an “argumentative grammar” for design-based

research... Ours is but one example of such a case study; many more are

needed to develop such a grammar for design-based research. (p. 87)

Penuel, W. R., Confrey, J., Maloney, A., & Rupp, A. A. (2014). Design decisions in developing learning trajectories–based assessments in mathematics: A case study. Journal of the Learning Sciences, 23(1), 47-95.

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McKenney & Reeves (2012); McKenney (2016)

Maturing Intervention

Theoretical Understanding

Implementation and Spread

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DRTL as a third focus in design research

Based on McKenney & Reeves (2012) and McKenney (2016)

Maturing Intervention

Theoretical Understanding

Implementation and Spread

DRTL

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learning


learning

Analytical

Creative

DRTL

Boundary Crossing

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learning


learning

“Such (design) deliberations, (rather than the ultimate design rationale), are rarely reported, and are rarely embodied in the final designed artifact or its documentation. Thus, much design knowledge is lost.”

Tabak & Radisky “Editors note”, 2014

Analytical

Creative

DRTL

Boundary Crossing

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learning


learning

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Creative

DRTL

Boundary Crossing


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• Process & outcomes: Careful balancing of spotlights on stage and behind the scenes of design research

DRTL studies cannot be standalone reports

• Establish alternative forms of publication (e.g., allow reprinted material)

Unsuitable forms of publication

• Publish only DRTL studies on earlier published peer-reviewed DR studies

Quality assurance

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AcknowledgmentsThis keynote presentation was a transformative learning experience for me. I have beenvery lucky to have wonderful colleagues, friends and students who walked with me duringdifferent parts of the journey as I put this talk together. I’d like to especially thank AnnaSfard, Susan McKenney, Lina Markauskaite, Marcia Linn, Chris Hoadley, Iris Tabak,the TEL-Design and COOL-CONNECTIONS research groups, and my colleagues at theUniversity of Haifa Faculty of Education.

Documents

New Transformative Learning in Design Research: The Story Behind … · 2016. 6. 25. · Sagy, O., Kali, Y., Tsaushu, M. & Tal, T., (2016). The culture of learning continuum: Promoting