supporting online collaboration for design pt 1
DESCRIPTION
Online collaboration has various issues associated with it, particularly when the result is design. The presentation looks at some of the theories behind learning through design and how to develop online activities to enable it.TRANSCRIPT
Supporting online collaboration for design
1: The factors that encourage online collaboration
Mark Childs
Senior Research Fellow, Coventry University
AMORES Project
Five schools
• Skaegkaerschool in Silkeborg, Denmark• Horvati Primary school in Zagreb, Croatia• Primary School ABiS - School4Child in Lodz,
Poland • Karlbergsskolan in Köping, Sweden• St. Mary’s Catholic Primary, in Newcastle-
under-Lyme, Staffordshire,
Aim
• Encourage a love for literature through the creation of digital artefacts
• Two technologies focused on for creation– Videos (PowerPoint, Prezi, Slidemaker, keynote)
(iMovie, Moviemaker) (Animoto, Tiki-Toki, Photobooth)
– Comic Strip generators (Lego Storyteller, various online eg Makebeliefs, ToonDoo, Witty Comics)
– Statistics-based card game “Top Trumps”
Why creation?
Evaluating
Analysing
Applying
Understanding
Remembering
CreatingRevised Bloom’s taxonomy
Online collaboration for design
Learning through design has two essential features:• learners construct meaning through the act of
design – constructivism• collaborative learning - meaning is constructed
jointly by a community – social constructivism• Combined in constructionism – Papert –
blends cognitivist and situative strategies
So online social tools key too
• Edmodo for asynchronous sharing• Skype or Connect for synchronous link• DK use Facebook, PL use videoconference
“In England in particular where we have legislation about social networking and things like that. I know it’s a secure server but I still think that’s a big concern, even though it’s in an educational setting. It’s something we need to look into before we can say for definitely. “
Professional ethos
Completion of tasks to
time
Greater trust
Reliance on other
alignments diminishes
Greater co-operation
Lack of professional
ethos
Failure to complete
tasks to time
Diminishing trust
Greater reliance on
other alignments
Reduced commitment
to collaboration
Virtual teams (Lin, Standing and Liu)
CommunicationCohesion/
relationship building
Coordination Performance Satisfaction
Third pedagogical theory: storytelling
Predictions
• Artefacts creation• Synchronous communication• Asynchronous sharing and mashing (the
aesthetic interaction)
• So … any tips?
Further information
http://www.amores-project.eu/Email [email protected] https://
www.flickr.com/photos/amoresproject
References• Bloom’s digital taxonomy: Andrew Churches, (2008) Bloom's Taxonomy Blooms
Digitally, Tech & Learning, 4th Jan, 2008 http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988
• Experiential learning cycle: Kolb, D.A. (1984) Experiential learning: experience as the source of learning and development Englewood Cliffs, NJ: Prentice Hall. P. 24
• Trust cycles: Soetanto, R., Childs, M., Poh, P., Austin, S and Hao, J. (2014) Virtual collaborative learning for building design, Proceedings of the Institution of Civil Engineers: Management, Procurement and Law 167 February 2014 Issue MP1, Pages 25–34
• Virtual Teams: Lin, C., Standing, C. & Liu, Y. 2008, "A model to develop effective virtual teams", Decision Support Systems, vol. 45, no. 4, pp. 1031-1045.
• Storytelling model: Sheherezade Consortium (2011) Sheherazade, 1001 stories for adult learning Theoretical background for methodology: summary, http://www.sheherazade.eu/sites/default/files/deliverable/d3/deliverable3_EN.pdf