Two Cases of Design Research that Explore How Mobile Devices and Social Media Mediate ‘Informal

Learning’ to Drive the Debate: Can Learning Design Hack it?

ASLD11 Workshop: http://cloudworks.ac.uk/cloudscape/view/2349

John Cook Learning Technology Research Institute

London Metropolitan University

Email: john.cook@londonmet.ac.uk Papers online: http://www.mendeley.com/profiles/john-cook6/Home page: http://staffweb.londonmet.ac.uk/~cookj1/ Twitter: http://twitter.com/johnnigelcook Slideshare: http://www.slideshare.net/johnnigelcook Music wiki: http://johnnigelcook.wetpaint.com/page/MusicAcademia.edu: http://londonmet.academia.edu/JohnCook/AboutBlip.fm: http://blip.fm/johnnigelcook

Johnnigelcook

or Jonni Gel Cook!

Aims

• Uncover design principles based on 2 complex case studies – raise issues about possible approaches

to scaling up these techno-pedagogical designs

Aims• Provide the workshop with exemplar

‘designs for learning’ (the two cases) for design discourse– see if the learning design tools and software

available in the workshop – can implement all or perhaps aspects of these

complex design-based research driven cases/scenarios that I present in position paper

• Can Learning Design Hack it?

Design research was introduced in CONTSENS with the expectation that participants would

Design research was introduced in CONTSENS with the expectation that participants would• systematically adjust

various aspects of the designed context

• so that each adjustment could be tested and fed back into the next iteration of the intervention

“The information given was underlined by the 'experience' of the area and therefore given context in both past and present.”

“it was triggering my own thoughts and I was getting to think for myself about the area and the buildings.”

“they can be engaged in more productive pedagogical approaches, such as small group work and investigative problem-based learning”

Tutor

MATURE - Continuous Social Learning in

Knowledge Networks

Ravenscroft, Schmit Cook & Bradley, in press, JCAL

People tagging

MATURE has systematically considered aspects in the requirements engineering process of informal task-conscious learning support

Conclusion

• Systematic adjustment of content and scripts in CONTSENS

• Customising tools to meet cultural factors methodology deployed successfully by FZI

• Needs extending when we attempt to design for the large-scale use of TEL that– is embedded in, – or that perhaps embeds, – sustainable communities and networks of

practice

• Learning design tools and software available in the workshop can implement all or perhaps aspects of my cases/scenarios?

• I look forward to debate surrounding the critical question posed in this paper’s title:– Can Learning Design Hack it?