I was talking to Steven Warburton the other day. He mentioned that he wanted to present PPW (the Participatory Patterns Workshop) and the LDS (Learning design studio) models at a recent talk he gave, and started thinking about how the two relate to each other.
We’ve talked about this in the past, but as always, its only when you need to present something that you really work it out in detail. So Steven came up with this diagram:
When he showed it to his audience, someone said “Oh, that’s Tintin!” and so it will be for eternity. I like the picture, although I’ll have to ask Steven to walk me through it before I can explain it properly.
This got me thinking about the commonalities, synergies and differences between the two frameworks.
|Participatory Pattern Workshops (PPW)||Learning Design Studio (LDS)|
|Is a…||Methodology for collaborative reflection on practice. Originally conceived as a device for educational design research, aimed at eliciting expert knowledge and structuring it in the form of design narratives, patterns and scenarios. Through use, emerged as a powerful form of professional development.||Methodology for Design Inquiry of Learning. Developed explicitly as a device for supporting educational practitioners in their professional development through active inquiry of techno-pedagogical innovations.|
|Suitable for…||Domain experts, seasoned practitioners, multi-disciplinary expert teams.||Novices or experienced practitioners who wish to engage with new pedagogies or technologies or both.|
|Mood..||Reflective, semi-structured, analytical, critical||Creative, productive, intuitive, iterative, emergent|
|Outputs..||Transferable educational design knowledge in the form of design narratives, design patterns, design scenarios, and theoretical contributions.||Application of design knowledge in the form of documented and evaluated educational innovations.|
I would be interested to hear from people who participated in workshops and courses based on these models how this maps to their experiences.
Mor, Y. & Mogilevsky, O. (2013), ‘The Learning Design Studio: Collaborative Design Inquiry as Teachers’ Professional Development’, Research in Learning Technology 21 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22054 (researchgate)
Mor, Y. & Mogilevsky, O. (2013), Learning design studio: educational practice as design inquiry of learning ‘Scaling up Learning for Sustained Impact’ , LNCS, 8095, Springer Berlin Heidelberg, pp. 233-245 (researchgate)
Mor, Y.; Winters, N. & Warburton, S. (2012), ‘Participatory Pattern Workshops: A Methodology for Open Collaborative Construction of Design Knowledge in Education’, Research in Learning Technology 20 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19197 (researchgate)
Yesterday I participated in a webinar hosted by ALT, to introduce the recently published special issue of Research in Learning Technology on “the Art and Science of Learning Design“. That special issue, which emerged from the Art and Science of Learning Design workshop, includes 9 papers by 22 authors, on a variety of core issues, representations, practices and tools for learning design.
Seven of the authors who contributed to the special issue joined me: Valérie Emin-Martinez, Helen Walmsley, Michael Derntl, Liz Masterman, Luis P. Prieto. The session was chaired by Caroline Greves, and supported behind the scenes by Martin Hawksey.
Supplement 1, 2013 – The art and science of learning design
|Editorial: The art and science of learning design||PDF HTML EPUB XML|
|Yishay Mor, Brock Craft, Davinia Hernández-Leo|
|Designing and researching technology-enhanced learning for the zone of proximal implementation||PDF HTML EPUB XML|
|Sustaining learning design and pedagogical planning in CSCL||PDF HTML EPUB XML|
|Francesca Pozzi, Donatella Persico|
|In medias res: reframing design for learning||PDF HTML EPUB XML|
|Peter Goodyear, Yannis Dimitriadis|
|Forward-oriented design for learning: illustrating the approach||PDF HTML EPUB XML|
|Yannis Dimitriadis, Peter Goodyear|
|Designing and evaluating representations to model pedagogy||PDF HTML EPUB XML|
|Elizabeth Masterman, Brock Craft|
|Orchestrating learning activities using the CADMOS learning design tool||PDF HTML EPUB XML|
|Mary Katsamani, Symeon Retalis|
|Learning design Rashomon I – supporting the design of one lesson through different approaches||PDF HTML EPUB XML|
|Donatella Persico, Francesca Pozzi, Stamatina Anastopoulou, Gráinne Conole, Brock Craft, Yannis Dimitriadis, Davinia Hernández-Leo, Yael Kali, Yishay Mor, Mar Pérez-Sanagustín, Helen Walmsley|
|Learning design Rashomon II: exploring one lesson through multiple tools||PDF HTML EPUB XML|
|Luis P. Prieto, Yannis Dimitriadis, Brock Craft, Michael Derntl, Valérie Émin, Mary Katsamani, Diana Laurillard, Elizabeth Masterman, Symeon Retalis, Eloy Villasclaras|
Call for contributions: Ideas in Mobile Learning Symposium and mobiLearnFest, Bristol, 6th – 7th March 2014
John Cook has kindly invited me to co-chair the Ideas in Mobile Learning Symposium in Bristol. We thought we want a “proper” academic event, but also want to have some fun and challenge some practices. For example, do you also feel slightly amused when someone stands on a pulpit and shows a powerpoint about mobile collaborative learning? So we thought we’ll include a “mobiLearnFest” element in the event, which will take the symposium out to the streets. To make it even more interesting, we’re experimenting with an open review model for this element of the symposium.
Deadline is Jan. 5th, for a 1000 word abstract.
Oh, and John has also promised (threatened?) to play a live punk rock gig!
The Ideas in Mobile Learning symposium invites papers around the broad themes of ‘innovation, creativity and sustainability’ for mobile learning. However, we have a strong preference that papers address at least one of the following three trends of mobile learning state-of-the-art research (click here for details):
- Focus on new patterns of connected social learning and work-based practices.
- Focus on designing for ‘mobile learning’ at scale.
- Focus on the boundaries of learning that the ‘m’ in m-learning forces us to explore.
The symposium is a research off-shoot of the successful workshop ‘Towards sustainable mobile learning scenarios’ held in Bristol 9th-10th October, 2013. Requested contributions should offer any combination of conceptual, critical, design, empirical, theoretical or experimental work that relates in some way to the symposium’s broad themes and/or the three trends. Places are limited to 40 participants in order to enable a single track event where engaging, interdisciplinary conversational threads will be centre stage.
mobiLearnFest is part of the “Ideas in Mobile Learning Symposium, 6th – 7th March 2014, Watershed, Bristol UK. It is an experimental, interactive, hands-on, open session which aims to give participants an opportunity to experience the ideas discussed at the Symposium and engage the general public in our conversation.
mobiLearnFest will showcase a selected number of mobile learning innovations and studies. Submission and selection of these works is completely open – see details below.
mobiLearnFest consists of three phases:
- Demo sprint selected teams will have 150 seconds to present their work to the Symposium.
- Mobile experiences each team will provide a mobile learning experience in the surrounding area, which would offer Symposium participants as well as the general public the oppurtunity to engage with their technology, ideas or research findings.
- Collaborative reflection Symposium participants will reconvene to share their experiences, and consider emerging themes and questions.