1. National Teaching
Fellow 2012
Teaching as design science:
innovations with pedagogies
and technologies
Gráinne Conole
University of Leicester
22nd October 2012
7th Annual EDEN Research Workshop, Leuven
2. Teaching as a Design Science
• Need evidence-based
and creative approach
to design
• Learning design: a new
methodology for design
• Promoting creativity
and innovation
• Tension between design
as Science and Art
3. Outline
• E-Learning timeline
• Technologies trends
• Learning Management Systems
• Teacher practice and paradoxes
• Learning Design
• Disaggregation of Education
• Conclusion
4. Multimedia resources
80s
93
The Internet and the Web
Learning Management Systems
95
Mobile devices
98
Gaming technologies
00
E-Learning timeline
01
Open Educational Resources
Social and participatory media
04
Virtual worlds
05
07
E-books and smart devices
08
Massive Open Online Courses
5. Technological trends
• Mobiles and e-books
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Learning analytics
6. Google glasses project
• Can ‘see’ the Internet on
glasses
• Context sensitive
information
• Context lenses planned
7. Learning Management Systems
Communication
Library Content
tools
Registration
Collaboration Assessment
Finance
tools tools
Timetabling
Student Upload Tracking
records tools tools
Conole, forthcoming, UNESCO briefing paper
8. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
9. Learning Design
Guidance
Shift frombelief-based, implicit
approaches todesign-based,explicit
approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
Visualisation Sharing
10. Institutional External
context context
Learning Design of a
Learning Activity
Teacher Learner
practice characteristics
Technology Pedagogies
affordances http://openclipart.org/
11.
12.
13. Socio-cultural perspectives
Mediating
Design Mediating Artefacts
Concepts
Artefacts (MA)
Tools
Dialogues
Activities
Creates Learning activity
Teacher or Resource Has an Design
inherent
Research focus
What Mediating Artefacts do teachers use? Other teachers and learners
What Mediating Artefacts can we create to can use or repurpose
guide the design process?
Vygotsky, Activity Theory
14. Activity Theory
Mediating
Artefacts (MA)
Creates Learning activity
or Resource
Teacher
Division of
Rules Community labour
15. Design-Based Research
A systematic, but flexible methodology aimed to
improve educational practice through iterative
analysis, design, development and implementation,
based on collaboration between researchers and
practitioners in real-world settings, and leading to
contextually-sensitive design principles and theories.
Wang and Hannafin, 2005
16. • Means of dealing with real learning contexts
• Iterative: design, implementation, evaluation, refine
• Gives rich insights into complex dynamics
17. Facets
• Make assumptions and
theoretical bases explicit
• Collect multipletypes of data
• Conduct ongoing data analysis
• Invite multiple voices to
critique
• Have multiple accountability
structures
• Engage in dialecticamong
theory, design and extant
literature
Barab, 2006
18. Conceptualise
What do we want to design, who for and why?
The 7Cs
Framework
Consolidate
Evaluate and embed your design
19. DBR and
Learning Design
• Builds on theory & prior • Builds on ID, OER, Ped Patterns
research research etc.
• Pragmatic • Practical tools & resources
• Collaborative • Work with practitioners
• Contextual • Real, authentic contexts
• Integrative • Mixed-method approach
• Iterative – problem, • Problem, implementation,
solution, evaluation evaluation and refinement
• Adaptive and flexible • Agile, based on practice
• Generalisation • Coherent LD framework
20. Problem and solution
• Teachers want
– Examples of good
practice
– Others to talk to
• Solution
– Social networking site
– Best of web 2.0
– Iterative design and
evaluation http://cloudworks.ac.uk
21. Problem and solution
• Teachers want
– Design guidance
– Means to share and
discuss designs
• Solution
– Design representations
– Based on empirical
evidence and theory
26. SPEED
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed
• JISC-funded, Transformation
• Embed benefits from DUCKLING and
7Cs to:
– Liverpool John Moores
– London South Bank
– Northampton
– Derby
• Repackage resources into 3 categories:
– Course Design
– Activity Design
Free image courtesy of
– Moderating Online FreeDigitalPhotos.net
• Resources available as OERs
29. 100 million adults can’t afford
university (UNESCO)
Image by James Cridland
30. Resource-based learning
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER
repositories worldwide
• Presence on iTunesU
31. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/
32. Outputs
• Inventory of more than 100 OER initiatives
• 11 country reports and 13 mini-reports
• 7 in-depth case studies
• 3 EU-wide policy papers
• 7 options brief packs for EU nations/regions
33. Massive
Open
Online
Courses
http://www.olds.ac.uk/
http://www.youtube.com/watch?v=eW3gMGqcZQc
42. Implications for institutions
• Disaggregation: resources,
learning pathways, support and
accreditation
• What is the role of traditional
institutions?
• Tension of institutionally
support systems and Cloud
services
• More open approaches to
learning, teaching and research
http://www.flickr.com/photos/ssoosay/6738302627/
