Cross posted from the OLDS MOOC blog:
I wonder: how many of their maxims we follow? How many will emerge from the OLDS MOOC participant projects? Here’s a sample:The possibility of the ‘online version’ is overstated. The best online courses are born digital.‘Best practice’ is a totalising term blind to context – there are many ways to get it right.Every course design is philosophy and belief in action.The aesthetics of online course design are too readily neglected: courses that are fair of (inter)face are better places to teach and learn in.
All this is very well, except it does nothing more than to reproduce, at the level of architecture, the usual split between subjective and objective dimensions that has always paralyzed architectural theory—not to mention the well known split it has introduced between the architectural and engineering professions (and not to mention the catastrophic consequences it has had on philosophy proper).The paradoxical aspect of this division of labor envisioned by those who want to add the “lived” dimensions of human perspective to the “objective” necessities of material existence is that, in order to avoid reducing humans to things, they first had to reduce things to drawings.
✢ Call for Participation ✢
Teacher-led Inquiry and Learning Design: The Virtuous Circle
A hands-on research workshop at the
Alpine Rendez-Vous 2013 scientific event
January, 28 – February, 1st 2013
Villard‐de‐Lans, Vercors, French Alps
The Workshop at-a-glance
“TILD” is a practice-centred, hands-on workshop focused two key areas of Educational Science: Teacher-led Inquiry and Learning Design. Participants from all areas of research and practice (teachers, researchers, school leaders, etc.) are welcome.
Requirements: Expression of interest registration and a position paper of 2 pages
Outputs: (tbd) peer-reviewed journal issue, open-access journal, book, website, joint research proposals
Register NOW: Register your expression of interest on the workshop website
31 August 2012: Position Paper submission deadline. Submit using EasyChair: https://www.easychair.org/conferences/?conf=tildarv2013
Mid-September: Attendees invited:
28 January 2013: Workshop begins!
The Alpine Rendez-Vous
The Alpine Rendez-Vous (ARV) is an established atypical scientific event focused on Technology Enhanced Learning (TEL). The ARV series of events are promoted by TELEARC and EATEL associations. The goal of the Alpine Rendez-Vous is to bring together researchers from the different scientific communities doing research on Technology-Enhanced Learning, in a largely informal setting, away from their workplace routines. ARV is structured as a set of independent parallel workshops located at the same time in the same place. Workshops last two to three days each, half of the workshops taking place in the first part of the week and the other half in the second part, possibly with a “common day” in the middle. The Alpine Rendez-Vous of 2013 will take place from January 28th to February 1st, in Villard-de-Lans, a village in the middle of Vercors. Snow is used as “social facilitator”: the schedule includes slots to enjoy ski and outdoor activities. Breaks and meals are organized in a way that promotes informal encounters between participants from the different workshops. Participants will be able to enjoy Alpine and Nordic skiing and other activities, (see http://www.villarddelans.com). The Rendez-Vous will be hosted at Grand Hôtel de Paris where special rates have been negotiated.
The Workshop on Teacher-led Inquiry and Learning Design
This workshop is situated at the intersection of two fields of Educational Science; Learning Design (LD) and Teacher-led Inquiry into Student Learning (TISL). Learning Design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation (Agostinho et al, 2011; Craft & Mor, forthcoming). It is informed by subject knowledge, pedagogical theory, technological know-how, and practical experience. At the same time, it also can engender innovation in all these areas and support learners in their efforts and aims. Teacher-led Inquiry into Student Learning is an approach to pedagogic practice and continuing professional development, within which the teacher applies systematic and rigorous methods to the evaluation of student learning in relation to teachers’ practices in order to improve learning design (Kelly, 2003). It places the teacher at the centre of a dynamic process of goal setting, analysis planning, analysis execution, reflection and communication (Dana, N. F., & Yendol-Hoppey, D., 2003). There is a critical need for synergy between these areas.LD, to be effective, should be informed and evaluated by teacher inquiry, or, indeed should ideally be a process of inquiry. TISL, to be meaningful, should support optimising the design of activities and resources. The objectives of this workshop are to establish a new strand of research aimed at the synergy of Learning Design and Teacher-led Inquiry, to solidify its theoretical foundations, to propose new methods, tools, and representations which support research and practice.
Three concepts will be at the centre of the theoretical discussion: context, practice, and change. Examples and use of these will be explored during the workshop along topical strands. The topics will include:
● Articulating the relationships between Learning Design and Teacher-led Inquiry by capturing the learning context, epistemic and pedagogical practice, and models of change.
● Exploring methods to support educational innovation though Learning Design and Teacher-led Inquiry, and identifying ways to link them more closely through tools and representations
● Establishing a culture of practitioner design inquiry in which educators use the representations, methodologies and tools above to sustain scientifically informed creative practices in their professional context.
The workshop will enrich conversations about both Learning Design and Teacher-led Inquiry by bringing together new perspectives and will explore how the different communities can learn from each other. It brings together teachers and researchers seeking to articulate the key concepts and who wish to develop a shared understanding that will engage and inform other practitioners.
This timely workshop is grounded in the fertile soil of two key knowledge domains (LD and TISL) and facilitates much-needed cross-fertilisation between them. Specifically, we aim to:
● Establish a new area of research in Education, synergizing LD and TISL, and focusing on context, practice and change
● Network to build a new community around this research theme
● Produce 5-6 draft papers for a special journal issue
● Potential for new significant research grant proposals
● Archive the work outputs from the workshop activities as a useful resource to other practitioners
You will need to submit a 2 page position paper, as specified below. Submissions will be peer-reviewed, as places are limited. Submissions should focus on the themes of representation and manipulation of context, practice and change in learning and teaching. We will consider four categories:
● Research reports - an account of innovative research at advanced stage
● Demos of tools for supporting the above
● Synergy propositions - drawing on existing literature, identifying gaps and points of intersection, and proposing cross-overs
● Research proposals - arguing for the need and viability of new research initiatives
Contributions will be selected by the organizers on the basis of individual quality of the papers and the overall balance and coherence of the programme. The selected papers will be uploaded to a shared repository and participants will be asked to review their peers’ contributions and identify possible links prior to the workshop. These potential links will be posted for review and discussion and will inform the workshop activities. There is no standar format for submissions.
We are looking into funding options, but these will be limited. If you wish to be considered for support please indicate so in the expression of interest form. However, until further notice, all participants should assume that they must provide their own funding.
Expression of interest should be registered on to workshop website (http://www.ld-grid.org/workshops/design-inquiry2013) as soon as possible. Short (2-3 pages) Position Paper submissions should be made to EasyChair by 31 August 2012.
The workshop is a collaborative initiative of the NEXT-TELL research project (http://next-tell.eu) and the “Inquiry of Design for Learning” project at the Open University Institute of Educational Technology (http://iet.open.ac.uk/).
Davinia Hernández-Leo email@example.com
Universitat Pompeu Fabra, Barcelona, Spain
Katerina Avramides firstname.lastname@example.org
Institute of Education, London, UK
Rose Luckin email@example.com
Institute of Education, London, UK
Gabriele Cierniak firstname.lastname@example.org
Knowledge Media Research Center, Tuebingen, Germany
Barbara Wasson email@example.com
Department of Information Science and Media Studies, University of Bergen
Thomas C. Reeves firstname.lastname@example.org
College of Education, The University of Georgia
Susan McKenney email@example.com
Learning & Cognition Group, Centre for Learning Sciences and Technologies (CELSTEC), the Open University of the Netherlands and the Faculty of Behavioral Sciences at Twente University
Karen Littleton firstname.lastname@example.org
Centre for Research in Education and Educational Technology, the Open University, UK
Patricio G. Herbst email@example.com
School of Education; Department of Mathematics, College of Literature, Science, and the Arts, University of Michigan, US
Thomas Ryberg firstname.lastname@example.org
E-Learning Lab, Department of Communication and Psychology, Aalborg University (AAU), Denmark
Agostinho, S.; Bennett, S.; Lockyer, L. & Harper, B. (2011), ‘The future of learning design’, Learning, Media and Technology 36(2), 97-99.
Beetham, H. & Sharpe, R. (2007), Rethinking Pedagogy for a Digital Age, Routledge, New York, NY, 10001.
Dana, N. F., & Yendol-Hoppey, D. (2003). Teacher Inquiry Defined. In The reflective educator’s guide to classroom research (pp. 1–11). Thousand Oaks,CA: Corwin Pr.
Kelly, A. E. (2003). Research as design. Educational Researcher, 32(1), 3-4.
Koper, R. (2006), ‘Current Research in Learning Design’, Educational Technology & Society 9(1), 13-22.
Laurillard, D. (2012), Chapter 1: Teaching as a design science, in Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. , Routledge, Taylor & Francis Group.
A couple of weeks ago Daniel Spikol visited my mLearning class. My students prepared a presentation, outlining their projects. I asked for their permission to share it with the world. Comments are very, very welcome. I promise to pass them on:
(I tried to embed the presentation, but the plugin doesn’t seem to work, so you can watch the presentation here)
1. Focus on teachers. Teachers are the primary change agents in the classroom. Empowereing teachers should be the fundemental guideline for any programme of using technology to enhance eduction. The same technology can work both ways: when interactive whiteboards were introduced in the UK they initially created a cinecmatic experience: the teacher had to darken the room and drag students through a pre-determained slideshow or movie. This resulted in an impofrished eductional experience, taking pedagogy back 40 years. Nowdays, teachers hardly use the boads directly: they send students to present their work or solve problems at the board, while they stay back and manage the whole class interaction. Teachers have approprited the tool to their needs, subjecting it to their expertese. This is the kind of process we want to support.
2. Focus on (techno-pedagogic) design. A good teacher does not deliver educational content – she designs an educational experience. There is an ubdundance of high-quility, open and free digital educational content. The critical resource is the knowlege of how to use it. Hewlett foundation invested vast sums in the UK open university’s openlearn project, pushing large portions of their excelant currucular resources to the web, using an open and robust platform that allows free use and even customisation and re-mixing of resoureces. Now Hewlett are funding research into why these rich resources are not being used.
Teachers (and educational leaders in general) need to be shifted from the position of consumers to that of designers. A consummer chooses among available immutable goods and makes do. A designer analyses a problem, in its context, and devises a solution. She then implements this solution using available resources. Teachers need learning design and development tools such as LDSE and LAMS, but they also need help in changing their mindset.
3. Open standards, open protocols, open market + guidance, quality contron and monitoring. There are many ways to learn and many ways to teach. Any centralist solution will be good for some and less so for others. Centralised design and implementation choices disempower school leadership and desolve their responsibility. School leaders need to be able to make their own technological choices, but the system needs to ensure that these choices are sound and that the local overhead is minimised. They way to achieve this is to define a set of techno-pedagogical standards for educational technology – from the generic level of operating systems and office suites to the particular tools used to teach specific subjects to specific age groups. Such standards should define the functions and qualities of the technology and their interfaces with other systems (e.g. handles for assessment), but should not dicatate any specific technology. These standards should be supported by a central regisration and management extranet. This system would work like the way Cisco manages its ecosystem: it would provide suppliers with clear specifications of the expected standards, allow them to register and certify their services and products, and offer these to school leaders. These, on their side, will have to document their choices and evaluate them.
4. Same stuff, new ways. Some topics don’t change, but the way we teach them should. Dr. Yifat Kolikant from the Hebrew university is using internet-based dialogue between Israeli and Palestinian students to teach history in a deep and provokative way. By confronting students with conflicting perspectives, they are driven to engage with and strive to understand their own national narrative. The WebLabs project used computer programming and on-line collaboration to drive to develop their a mathematical language and explore complex issues in science and mathematics. Technology enables teachers and students to make the curriculum their own, individually and collectivly, it allows them to draw on a multitude of resources and connect their educational experieces to their real life. The only advantage a computer has over a textbook is its ability to connect people and build networks of knowledge.
5. New stuff, new ways. Our children live in a world which is radically different than the one we grew up in. The skills they need to develop did not exist when we went to school. A common mistake is to interpret this statement in a technical, or rather – technophobic – manner. Children need no more help in learning to use powerpoint than they need in operating their cell-phone. They do need help in understanding what it is they want to tell the world, how to formulate this message, and how to reach their audience. Powerpoint may be a tool they use for this purpose, as may be FaceBook or YouTube. Using any tool is easy, but choosing the right one is hard. Our children have more opportunities and confront new dangers. We need to help them leverage the former and manage the latter.
6. Coding, a basic skill. Computer programming is wrongly perceived as an elite technical skill. In fact, good programmers specialise in one thing: solving problems. They analyse problems, creating abstract models of complex situations, and use whatever hardware, software and social conventions they can get their hands on to devise solutions. Programming is an art that combines analytic reasoning with creative innovation. We do not expect every student to become a master artist or noverlis or a professional sportsperson, yet we teach art, literature and sports from an early age. We see these subjects as essencial to children’s well-being and happiness. They provide them a rich perspective on the world and cognitive tools for dealing with the issues they encounter. Mathematical thinking, and its practical embodiment in computer programming, should be seen in a similar light. Computer programming is a tool, and it should be integrated as such across the curriculum.
I’ve finally posted my EuroPLoP’08 paper on telearn.
One of the most successful activities of the WebLabs project was the Guess my Robot game. This game served as a model for several other activities, and eventually gave rise to a set of design patterns for learning mathematics through construction, communication and collaboration. As often happens, I was too busy with other projects to properly publish the results. I mean, I’ve published a few papers which referred to the game or its descendants, but the patterns themselves have always remained informal creatures.
The first attempt I made at collating these patterns for publication was at EuroPLoP 2008. The feedback I received there are invaluable, and encouraged me to rewrite the paper dramatically for the proceedings. Since then, the patterns have made their way into my thesis and in the process changed again. So there are some things about the proceedings version which I obviously wish I had done differently. But there’s no end to that. It will take some time until my thesis gets processed to publications.
“publish early, publish often”, right? so here it is:
Mor, Y. (forthcoming), Guess my X and other patterns for teaching and learning mathematics, in Till Schümmer & Allan Kelly, ed., ‘Proceedings of the 13th European Conference on Pattern Languages of Programs (EuroPLoP 2008)’ .
Most people see learning mathematics as a demanding, even threatening, endeavour. Consequently, creating technology-enhanced environments and activities for learning mathematics is a challenging domain. It requires a synergism of several dimensions of design knowledge: usability, software design, pedagogical design and subject matter. This paper presents a set of patterns derived from a study on designing collaborative learning activities in mathematics for children aged 10-14, and a set of tools to support them.
Mor, Y. & Noss, R. (2008), ‘Programming as Mathematical Narrative’, International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL) 18 (2) , 214-233 .
Mor, Y.; Tholander, J. & Holmberg, J. (2006), Designing for cross-cultural web-based knowledge building, in Timothy Koschmann; Daniel D. Suthers & Tak-Wai Chan, ed., ‘The 10th Computer Supported Collaborative Learning (CSCL) conference (2005)’ , Lawrence Erlbaum Associates, Taipei, Taiwan , pp. 450 – 459 .
Mor, Y.; Noss, R.; Hoyles, C.; Kahn, K. & Simpson, G. (2006), ‘Designing to see and share structure in number sequences’, the International Journal for Technology in Mathematics Education 13 (2) , 65-78 .
Matos, J. F.; Mor, Y.; Noss, R. & Santos, M. (2005), Sustaining Interaction in a Mathematical Community of Practice, in ‘Fourth Congress of the European Society for Research in Mathematics Education (CERME-4)’ .
The passion de jour of my epic struggle with the phd involves coming up with some coherent and consistent description of what you might call a methodlogical framework.
Words (alone) fail me, so I resort to sketch. Does this diagram make sense? Is it useful?
(This is version 2. Version 1 is here)
Call for contributions
Series editors: Richard Noss (London Knowledge Lab) & Mike Sharples (Learning Sciences Research Institute)
- Learner centred design
- Supporting learners to become active, self-directed and self-responsible participants in the learning process
- Section Editor: Michael Derntl (University of Vienna)
- Learning as collaboration
- Supporting content creation, communication and collaboration between learners and tutors
- Section Editor: TBA
- Learning as conversation
- Supporting learners to effectively communicate their learning process
- Section Editor: Diana Laurillard (London Knowledge Lab)
- Supporting game-based learning practices
- Section Editor: Staffan Björk (Chalmers University of Technology | Göteborg University)
- Social media
- Supporting learning using social media
- Section Editor: Steven Warburton (King’s College London, UK)
- Supporting effective assessment of student learning
- Section Editor: Harvey Mellar and Norbert Pachler (Institute of Education, UK)
Authors are requested to submit co-ordinated contributions of patterns and their supporting cases. These can be individual submissions, or a joint/group submission, where person A produces the case-story, and person B provides the associated pattern. Each submission is expected to be 3,000-4,000 words in length: 1,500-2,000 for the pattern and 1,500-2,000 for the supporting case-story. We encourage the use of images (with appropriate copyright clearance) to illustrate submitted case-stories and patterns. For more details, please see the author guidelines at: http://www.practicalpatternsbook.org/guidelines.
- July 31 2009: Proposal Submission Deadline – submissions should be sent to email@example.com
- October 15 2009: Notification of Acceptance
- October 17 2009 – February 15 2009: Shepherding process under the guidance of section editors
- December 2010: Book published
All enquires should be made to: firstname.lastname@example.org
Please subscribe to http://groups.google.com/group/practicalpatternsbook-announce for future announcements