contel 2011
DESCRIPTION
talk at "Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design" workshop, EC-TEL 2011http://www.ec-tel.eu/programme/workshops-ectel2011#contelTRANSCRIPT
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The Open University's Institute of Educational Technology
Context is What We Take For Granted
Addressing Context in Design-Centric Teacher Training
Yishay Mor, ConTel Workshop, EC-TEL 2011
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The Open University's Institute of Educational Technology
Context of this talk
• A view of education as designed learning.• Ergo, educators as learning designers.
–Need to train educators in design practice and design discourse.
• Design as a conversation with context. –Need to train educators to articulate context.
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Sounds good, but…“Engaging students in design [..] proved to be a productive
way for students to examine their own epistemological beliefs, negotiate them with peers and experts, and explore them in relation to theory.” (Fuhrmann,Kali & Hoadley, 2008)
But –
“there are as yet few signs that tertiary teachers are flocking to become more deeply engaged in design.” (Markauskaite & Goodyear, 2009)
The Open University's Institute of Educational Technology
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Participatory Pattern Workshops
The Open University's Institute of Educational Technology
Engage practitioners in intense discussions about issues of technology & education. Discussions rooted in participants’ personal experiences, driven by the problems they have overcome, and aimed at collaborative articulation of their design knowledge.
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Design Narratives Workshop
The Open University's Institute of Educational Technology
Engender collaborative reflection among practitioners by a structured process of sharing stories.
“A design narrative describes the history and evolution of a design over time. [..] Narrative is only one way of making sense of design-based research. [..] To really convey what happened, though, requires a story” (Hoadley, 2002, p 454)
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Force Mapping
The Open University's Institute of Educational Technology
Forces: constraints or factors that influence the problem.
The difficulty of solving the problem arises from tensions between competing forces.
• Name the forces
• Give them icons
• Plot the links and mark + / -
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The learning design studio
• Rooted in the traditions of design education (architecture, product design, software engineering)
• In a given thematic domain, students:–Work in groups– Identify an educational challenge–Research it–Devise a solution–Pilot, Evaluate, Reflect, Report
The Open University's Institute of Educational Technology
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The Open University's Institute of Educational Technology
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The Open University's Institute of Educational Technology
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The Open University's Institute of Educational Technology
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Project Site Template
The Open University's Institute of Educational Technology
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The Open University's Institute of Educational Technology
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Force Mapfrom ml4d workshop,Nairobi
The Open University's Institute of Educational Technology
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Force Mapfrom Planet workshop,Singapore
The Open University's Institute of Educational Technology
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Force Maps from gbl / mlearning courses
The Open University's Institute of Educational Technology
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Somewhat better…
The Open University's Institute of Educational Technology
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And better…
The Open University's Institute of Educational Technology
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Preliminary observations • Students designs were ill-fitted to the context of their
project.• Ad-hoc, opportunistic tweaking in lieu of premeditated
design.• Implementation relies on first-hand, tacit familiarity with
context – which remains undocumented.
The Open University's Institute of Educational Technology
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What went wrong – the medium?
• P.P workshops: “Paper 2.0”
• Courses: collaborative drawing software
The Open University's Institute of Educational Technology
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What went wrong – the pedagogy?
• Courses: “describe your context”
• P.P. workshops: “ENCA”
The Open University's Institute of Educational Technology
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The “other” frame problem – a possible way out?
• Narratise– Invoke the innate mechanism of selecting relevant
detail• Sketch
–Capture un-verbal features, relationships–Metaphor and abstraction
• Explain to distant peers–Challenge your assumptions
The Open University's Institute of Educational Technology
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Coffee break game..
1. Think of an interesting learning / teaching situation you were involved in.
2. Draw it. 1 minute
3. Turn the drawing over, turn to the person next to you, and tell them about it. 1 minute
4. Let them draw your story. 1 minute
5. Compare. 1 minute
The Open University's Institute of Educational Technology
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Thank You!
Yishay Mor, yishaymor.org
Institute of Educational TechnologyThe Open UniversityWalton HallMilton KeynesMK7 6AA
www.open.ac.uk/iet