Design-Based Research in TELGráinne Conole, Leicester University
23rd May 2012Plenary, JTEL Summer School
Estoril, Portugal
Outline
• The TEL landscape• Potential of new technologies• Digital literacies• Fostering open practices• Mapping pedagogies to technologies• The problem• Learning design • Design-Based Research• Conclusions
Emergent technologies and affordances
Resources, OER and Pedagogical Patterns
The TEL landscape
E-pe
dago
gies
, str
ateg
ies
and
lear
ning
des
ign
Interventions
Theo
ry a
nd m
etho
dolo
gy
Evaluations Jameson and De Freitas, 2012
http://www.youtube.com/watch?v=SVOY2x81_bghttp://www.ctc.ie/2012/05/great-videos-for-social-media-and.html
User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
Social media revolutionThe machine is us/ing us
www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
Technologies• Transforming everything we do• New forms of communication
and collaboration• Multiple rich representations• Tools to find, create, manage,
share• Networked, distributed, peer
reviewed, open• Complex, dynamic and co-
evolvinghttp://www.flickr.com/photos/oceanflynn/6638184545/
Gutenberg to Zuckerberg
• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/
The Internet of things
www.guardian.co.uk/local-government-network/2011/aug/18/internet-of-things-local-government
Digital literacies: definition
• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) Socio-cultural view of digital literacy.
• Continuum from instrumental skills to productive competence and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
http://www.flickr.com/photos/r8r/4109502436/
Play
Performance
Simulation
Appropriation
Multitasking
Distributed cognition
Collective intelligence
Judgement
Transmedia navigation
Networking
Negotiation
Jenkins , 2009
Digital literaciesCreativity
http://www.imv.au.dk/icreanet/
Open resources Open courses
Open scholarship Open research
Fostering new open practices
Open accreditation
Open resources
http://www.oer-quality.org/
Open courses
http://mooc.ca/
http://www.youtube.com/watch?v=eW3gMGqcZQc
MassiveOpen Online Course
Open accreditation
www.p2pu.org/en/
Peer to Peer University
wikieducator.org/OER_university/
OER University
• Exploiting the digital network• New forms of dissemination
and communication• Promoting reflective practice• Embracing the affordances of
new technologies
Open scholarship
Weller: http://nogoodreason.typepad.co.uk/
Weller, 2011
Open research
Collective intelligence
Citation indicators
Social
Individual
Informal Formal
Information
Experience
Mapping pedagogies to technologies
Mapping e-Pedagogies to technologies
Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)
Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube
Social
Individual
Informal Formal
Information
Experience
Social
Individual
Informal Formal
PBL/VWDial/forumCollab/Wiki
IBL/TwitterCoP/Google+Dial/Skype
Ref/BlogIBL/GoogleUGC/YouTube
Ref/e-PortfolioDid/e-BookAss/MCQs
Social
Individual
Informal Formal
Information
Experience
Experience
Information
Informal Formal
PBL/VWRef/e-PortfolioDial/Forum
Ref/BlogCoP/Google+Dial/Skype
IBL/TwitterIBL/GoogleUGC/YouTube
Coll/WikiDid/e-BookAss/MCQs
Mobile learning
E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting
The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk
My community
Inquiry-based learning
Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
The problem
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
Solution
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
http://www.open.ac.uk/blogs/OULDI/
ConsolidateEvaluate and embed your design
ConceptualiseWhat do we want to design, who for
and why?
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
7Cs of learning Design framework
Benefits
• Guides design process• Makes design explicit• Enables sharing • Fosters repurposing• Highlights gaps• Representations for
learners
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
Benefits
• 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
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
practices– Others to talk to
• Solution– Social networking site– Best of web 2.0– Iterative design and
evaluation
Vision
Technical interventions
Evolving: socio-technical co-evolution
Social interventions
Beta release RSS feeds, activity streams etc
Events listing, voting, favourites, etc
Content seeding
Event support, flash debates, etc
Open reviews, expert consultation, etc
Virtual ethnography
Design representations
• Teachers want– Design guidance– Means to share and
discuss designs• Solution
– Design representations– Based on empirical
evidence and theory
Implications
• New forms of communication and collaboration
• Rich multimedia representation• Blurring boundaries• More open practices• New business models• New digital literacies• Harnessing the global network
http://www.flickr.com/photos/10537908@N07/5904661557/
Conclusion
• Co-evolving• Disruptive• Unpredictable• Complex• New opportunities• Social
http://www.flickr.com/photos/planeta/6239911583/
Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox
References• Conole, G. (forthcoming), Designing for learning in an open
world, New York: Springer• Conole, G. and Culver, J. (2010), The design of Cloudworks:
applying social networking practice to foster the exchange of learning and teaching ideas and designs, Computers and Education, 54(3): 679 – 692
• Jameson, J. and De Freitas, S. (2012), The e-learning reader• Jenkins, H. (2009), Confronting the challenges of
participatory culture: Media education for the 21st century, Mit Pr.
• Naughton, J. (2012), From Gutenberg to Zuckerberg, what you really need to know about the internet
• Weller, M. (2011), The digital scholar - how technology is changing academic practice. London, Bloomsbury Academic
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