Design-Based Research in TELGráinne Conole, Leicester University

23rd May 2012Plenary, JTEL Summer School

Estoril, Portugal

Outline

• The TEL landscape• Potential of new technologies• Digital literacies• Fostering open practices• Mapping pedagogies to technologies• The problem• Learning design • Design-Based Research• Conclusions

Emergent technologies and affordances

Resources, OER and Pedagogical Patterns

The TEL landscape

E-pe

dago

gies

, str

ateg

ies

and

lear

ning

des

ign

Interventions

Theo

ry a

nd m

etho

dolo

gy

Evaluations Jameson and De Freitas, 2012

http://www.youtube.com/watch?v=SVOY2x81_bghttp://www.ctc.ie/2012/05/great-videos-for-social-media-and.html

User generated content

Peer critiquing

Networked

Collective aggregation

Personalised

Open

Social media revolutionThe machine is us/ing us

www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf

Technologies• Transforming everything we do• New forms of communication

and collaboration• Multiple rich representations• Tools to find, create, manage,

share• Networked, distributed, peer

reviewed, open• Complex, dynamic and co-

evolvinghttp://www.flickr.com/photos/oceanflynn/6638184545/

Gutenberg to Zuckerberg

• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)http://www.flickr.com/photos/wallyg/2617472088/

http://memex.naughtons.org/

The Internet of things

www.guardian.co.uk/local-government-network/2011/aug/18/internet-of-things-local-government

Digital literacies: definition

• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) Socio-cultural view of digital literacy.

• Continuum from instrumental skills to productive competence and efficiency

http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf

http://www.flickr.com/photos/r8r/4109502436/

Play

Performance

Simulation

Appropriation

Multitasking

Distributed cognition

Collective intelligence

Judgement

Transmedia navigation

Networking

Negotiation

Jenkins , 2009

Digital literaciesCreativity

http://www.imv.au.dk/icreanet/

Open resources Open courses

Open scholarship Open research

Fostering new open practices

Open accreditation

Open resources

http://www.oer-quality.org/

Open courses

http://mooc.ca/

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Course

Open accreditation

www.p2pu.org/en/

Peer to Peer University

wikieducator.org/OER_university/

OER University

• Exploiting the digital network• New forms of dissemination

and communication• Promoting reflective practice• Embracing the affordances of

new technologies

Open scholarship

Weller: http://nogoodreason.typepad.co.uk/

Weller, 2011

Open research

Collective intelligence

Citation indicators

Social

Individual

Informal Formal

Information

Experience

Mapping pedagogies to technologies

Mapping e-Pedagogies to technologies

Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)

Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube

Social

Individual

Informal Formal

Information

Experience

Social

Individual

Informal Formal

PBL/VWDial/forumCollab/Wiki

IBL/TwitterCoP/Google+Dial/Skype

Ref/BlogIBL/GoogleUGC/YouTube

Ref/e-PortfolioDid/e-BookAss/MCQs

Social

Individual

Informal Formal

Information

Experience

Experience

Information

Informal Formal

PBL/VWRef/e-PortfolioDial/Forum

Ref/BlogCoP/Google+Dial/Skype

IBL/TwitterIBL/GoogleUGC/YouTube

Coll/WikiDid/e-BookAss/MCQs

Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting

The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk

My community

Inquiry-based learning

Virtual genetics lab

http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be

The SWIFT project

The problem

Social and participatory media offer new ways to communicate and collaborate

Wealth of free resources and tools

Not fully exploited

Replicating bad pedagogy

Lack of time and skills

Solution

Shift from belief-based, implicit approaches to design-

based, explicit approaches

Encourages reflective, scholarly practices

Promotes sharing and discussion

Learning DesignA design-based approach to creation and support of

courses

http://www.open.ac.uk/blogs/OULDI/

ConsolidateEvaluate and embed your design

ConceptualiseWhat do we want to design, who for

and why?

http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

7Cs of learning Design framework

Benefits

• Guides design process• Makes design explicit• Enables sharing • Fosters repurposing• Highlights gaps• Representations for

learners

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

Benefits

• Means of dealing with real learning contexts

• Iterative: design, implementation, evaluation, refine

• Gives rich insights into complex dynamics

Facets

• Make assumptions and theoretical bases explicit• Collect multiple types of data• Conduct ongoing data analysis• Invite multiple voices to critique• Have multiple accountability structures• Engage in dialectic among theory, design and

extant literature

Barab, 2006

DBR and Learning Design

• Builds on theory & prior research

• Pragmatic• Collaborative• Contextual• Integrative• Iterative – problem,

solution, evaluation• Adaptive and flexible• Generalisation

• Builds on ID, OER, Ped Patterns research etc.

• Practical tools & resources• Work with practitioners• Real, authentic contexts• Mixed-method approach• Problem, implementation,

evaluation and refinement• Agile, based on practice• Coherent LD framework

Problem and solution

• Teachers want – Examples of good

practices– Others to talk to

• Solution– Social networking site– Best of web 2.0– Iterative design and

evaluation

Vision

Technical interventions

Evolving: socio-technical co-evolution

Social interventions

Beta release RSS feeds, activity streams etc

Events listing, voting, favourites, etc

Content seeding

Event support, flash debates, etc

Open reviews, expert consultation, etc

Virtual ethnography

Design representations

• Teachers want– Design guidance– Means to share and

discuss designs• Solution

– Design representations– Based on empirical

evidence and theory

Implications

• New forms of communication and collaboration

• Rich multimedia representation• Blurring boundaries• More open practices• New business models• New digital literacies• Harnessing the global network

http://www.flickr.com/photos/10537908@N07/5904661557/

Conclusion

• Co-evolving• Disruptive• Unpredictable• Complex• New opportunities• Social

http://www.flickr.com/photos/planeta/6239911583/

Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox

grainne.conole@le.ac.uk

References• Conole, G. (forthcoming), Designing for learning in an open

world, New York: Springer• Conole, G. and Culver, J. (2010), The design of Cloudworks:

applying social networking practice to foster the exchange of learning and teaching ideas and designs, Computers and Education, 54(3): 679 – 692

• Jameson, J. and De Freitas, S. (2012), The e-learning reader• Jenkins, H. (2009), Confronting the challenges of

participatory culture: Media education for the 21st century, Mit Pr.

• Naughton, J. (2012), From Gutenberg to Zuckerberg, what you really need to know about the internet

• Weller, M. (2011), The digital scholar - how technology is changing academic practice. London, Bloomsbury Academic