Designed for learning

learning – teaching – research – design – technology

Talk next Wednesday: Design inquiry of learning, the learning design studio, and a vision for future learning and teaching environments

I’m giving a talk next week at the University of Haifa. I’ll try to set up a google hangout on air, but the talk will be in Hebrew (and google translate doesn’t do audio as far as I know).

Synopsis:

Teacher training and professional development programs aim to provide practitioners with a structured basis of knowledge in psychology, pedagogy and subject matter, which they will apply in their educational work. However, research suggests that practitioners often fail to connect the abstract knowledge they acquire to the
concrete situations in which they work. Consequently, they are left frustrated with the offerings of educational science, and eventually abandon them in favour of what they perceive as good craft.

Two emerging approaches try to address this dissonance: Teacher Inquiry and Teachers as Learning Designers. The first applies Dewey’s ideals of inquiry learning to teachers’ professional development, the second follows the constructionist pedagogy of learning by design, resonating the ideals of Simon, Schon and Papert.

The Design Inquiry of Learning (DIL) combines these approaches, by modelling teacher inquiry after the practices and principles of educational design research. Learners follow a cycle of (1) defining their project, (2) investigating the context in which it is situated and identifying appropriate technopedagogical theories, (3) reviewing relevant cases, (4) conceptualizing a solution, (5) implementing a prototype of that solution, (6) evaluating it and (7) reflecting on the process. The Learning Design Studio is an implementation of the abstract DIL model which draws on the studio tradition in design education.

This talk will present the design inquiry of learning model, and the learning design studio format and review initial empirical results from their application. I will conclude with some theoretical observations and consider a possible vision of future classrooms as a design laboratories of learning.

Teacher training and professional development programs aim to provide practitioners with a structured basis of knowledge in psychology, pedagogy and subject matter, which they will apply in their educational work. However, research suggests that practitioners often fail to connect the abstract knowledge they acquire to the concrete situations in which they work. Consequently, they are left frustrated with the offerings of educational science, and eventually abandon them in favour of what they perceive as good craft. Two emerging approaches try to address this dissonance: Teacher Inquiry and Teachers as Learning Designers. The first applies Dewey's ideals of inquiry learning to teachers' professional development, the second follows the constructionist pedagogy of learning by design, resonating the ideals of Simon, Schon and Papert. The Design Inquiry of Learning (DIL) combines these approaches, by modelling teacher inquiry after the practices and principles of educational design research. Learners follow a cycle of (1) defining their project, (2) investigating the context in which it is situated and identifying appropriate technopedagogical theories, (3) reviewing relevant cases, (4) conceptualizing a solution, (5) implementing a prototype of that solution, (6) evaluating it and (7) reflecting on the process. The Learning Design Studio is an implementation of the abstract DIL model which draws on the studio tradition in design education. This talk will present the design inquiry of learning model, and the learning design studio format and review initial empirical results from their application. I will conclude with some theoretical observations and consider a possible vision of future classrooms as a design laboratories of learning.

Talk Flyer – Design inquiry of learning, the learning design studio,
and a vision for future learning and teaching environments (25 Dec. 2013, University of Haifa)

December 19, 2013 Posted by | Uncategorized | Leave a comment

Resource cloud for MobiLearnFest

We are organising a “Mobile Learning Festival” (MobilLearnFest) as part of the “Ideas in Mobile Learning Symposium” (6th – 7th March 2014, Watershed, Bristol UK; submission deadline: January 5th 2014).

The MobiLearnFest will be 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: http://cloudworks.ac.uk/cloud/view/8507

If you’re considering a submission for the MobiLearnFest, you might have a demo or activity already planned – which is fine, or you might want to offer a mobile learning experience which related to the local environment. In this case, we have prepared a resource cloud to help you prepare your submission: http://cloudworks.ac.uk/cloud/view/8519
Parts of this cloud are open for crowdsourcing (an editable map, a wiki, a social bookmarking site), so if you happen to have any relevant knowledge – we would appreciate your contribution!

December 12, 2013 Posted by | Uncategorized | Leave a comment