Using Design-based Research to Transform Technology Use

in Flexible Learning and Teaching

Professor Mike KeppellExecutive Director

Australian Digital Futures Institute

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Overview‣ My Background

‣ Defining design-based research

‣ Characteristics of design-based research

‣ ‘Many names’ of design-based research

‣ Example projects

‣ Five-year Teaching Fellowship Scheme

‣ ADFI and design-based research

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Background‣ Instructional design‣ Higher education‣ Adult learning‣ Educational technology ‣ Lifelong learning‣ Learning and teaching‣ Worked at five different universities in

leadership roles.

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Focus

EducationalTechnology

Design

Transformation

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Solving real-world issues

Authentic Learning Interactions

Innovation

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Defining design-based research

‣ Design-based research is a core strategy and approach that considers how our developments benefit the user, group or society and how our developments provide design principles for future practice and research.

‣ Design-based research advances design, research and practice concurrently (Wang and Hannafin, 2005).

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Defining design-based research ‣ Wang and Hannafin (2005) define design-

based research as:

‣ “a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually sensitive design principles and theories” (p. 7).

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Characteristics ‣ Pragmatic - solving current real-world problems by

designing and carrying out interventions as well as extending theories and refining principles.

‣ Grounded - design based research is grounded in both theory and the real-world context – research is conducted in real-world contexts along with the complexities, dynamics and limitations of authentic practice.

‣ Interactive - requires interactive collaboration among researchers and practitioners

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Characteristics ‣ Iterative and flexible - continuously developed and

refined through an iterative design process from analysis to design to evaluation and redesign

‣ Integrative - need to integrate a variety of research methods and approaches from both qualitative and quantitative research paradigms

‣ Contextual - imperative that design-based researchers keep detailed records of processes and findings so others can examine them in relation to their own context and needs

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Reeves (2000)

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Many names

‣ Design-based research

‣ Design science

‣ Development research

‣ Design experiments

‣ Formative research

‣ Educational design research (McKenney & Reeves, 2012).

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Examples

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Project Problem

PhD Focus Eliciting and conceptualising unfamiliar content from subject matter experts

Master of Nursing How to reduce anxiety in children going to hospital

Learning Oriented Assessment Project

How to change the assessment culture reliant on high stake examinations

Spaces for Knowledge Generation

How to include student input into the design of next generation learning spaces

Teaching Fellowship Scheme How to foster innovation in blended and flexible learning

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Working with subject matter experts

‣ Analysis/Problem: bottleneck between ID & SME

‣ Developed: designed a process and taught the process to another ID

‣ Evaluated: researched in a military setting

‣ Reflection:Refined process (Keppell, 1997).

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Working with subject matter experts ‣ Determine the philosophical assumptions of the SME

‣ Adapt the interview format to the SME

‣ Develop generic questions to utilise in the interview

‣ Use mapping strategies to reorganise the content

‣ Use the map as a communication prop

‣ Transform the knowledge map into a storyboard

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Reeves (2000)

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Reducing anxiety in children going to hospital

‣ Analysis/problem: How to reduce anxiety of children going to hospital

‣ Development: CD-ROM and booklet for parents and children

‣ Evaluation/Research: pilot of intervention with families

‣ Reflection: Refined product

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Reducing anxiety in children going to hospital

‣ Marijke Shanley (2005) - Master of Nursing Thesis entitled: A multimedia approach to preparing children and their families for hospitalisation.

‣ Next step: relevance for childrens hospitals

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Reeves (2000)

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Changing a traditional assessment culture

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Changing a traditional assessment culture

‣ Analysis/problem: How to infuse learning into assessment

‣ Development: learning-oriented assessment

‣ Evaluation/Research: pilot of intervention with several academics

‣ Reflection: Refined assessment for subsequent implementation

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Changing a traditional assessment culture

Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.

Keppell, M. & Carless, D. (2006). Learning-oriented assessment: A technology-based case study. Assessment in Education, 13(2), 153-165.

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Spaces for KnowledgeGeneration

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Physical Virtual

Formal Informal InformalFormal

Blended

Mobile Personal

Outdoor Professional Practice

Distributed Learning Spaces

Academic

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Seven principles of learning space design

n The SKG project has established seven principles of learning space design which support a collaborative and student-centred approach to learning:

n Comfort: a space which creates a physical and mental sense of ease and well-being

n Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose

n Flow: the state of mind felt by the learner when totally involved in the learning experience

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Seven principles of learning space design

•Equity: consideration of the needs of cultural and physical differences

•Blending: a mixture of technological and face-to-face pedagogical resources

•Affordances: the “action possibilities” the learning environment provides the users, including such things as kitchens, natural light, wifi, private spaces, writing surfaces, sofas, and so on.

•Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010) (http://www.skgproject.com)

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Seven principles of learning space design

n Utilised for both design and evaluation of learning spaces

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nSKG Report: http://documents.skgproject.com/skg-final-report.pdf

nBook Chapter: http://www.slideshare.net/mkeppell/distributed-spaces-for-learning

nMike’s Blog: http://mike-keppell.blogspot.com.au/

Further Information

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Teaching Fellowship Scheme

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Teaching Fellowship Scheme

nFunded by DVC (Academic)nDevelopment of potential leaders through

Distributive leadership nFacilitate collaborative professional

relationships nProactively redesign courses and subjects nPromote and facilitate CSU Interact as a

pivotal teaching and learning hub.

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Teaching Fellowship Scheme

n24 Fellows from across 17 different schools, four campuses and all four Faculties from 2008 - 2012

nThe Fellowship scheme provided a .5 release from regular teaching duties over a 12 month period.

nThe Teaching Fellows had access to mentoring, writing workshops, design support, project management and a community of practice.

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Example projects

nDesign and implement a virtual microscopy teaching resource

nDesign of twelve subjects in Information Studies

nTo refine and implement changes to the pedagogy, support and learning experience within the newly created cross-campus B.Ed (EC & Primary)

nDevelopment of a blending learning model that will stimulate increased technology adoption by Faculty

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Example projects

n The virtual horticultural crop: An innovative blended learning approach in distance education

n Professional development for blended learning and teaching in the 21st century digital classroom

n Pattern Recognition for Learning through Simulation using Captivate in Policing

n Campus Learning: Exploring the nexus between space, time, teaching and learning

n Shifting to student-centred facilitation of learning: Development of blended professional development initiatives for police educators within a student problem-based learning (PBL) environment

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Flexible learning

n “Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place, mode of study, teaching approach, forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching.

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Blended & Flexible Learning

n“Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Garrison & Vaughan, 2008; Keppell, 2010).

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Research

nAnalysis/problem: Need for innovation in blended and flexible learning

nDevelopment: Teaching fellows redesigned at the coalface in their own discipline

nEvaluation: interviews: before, during and after the project - Transformative learning & Distributive leadership

nReflection: Refined after each year e.g. conducted interviews six months after project. Continued for five years.

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Reeves (2000)

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Transformative learning

nAn enhanced understanding of pedagogy and of their own pedagogical approach.

nAn increased capacity and willingness to reflect upon their own practice.

nA willingness to think critically about received ideas and conventional approaches.

nReadiness to innovate, to accept technological change and to build effective pedagogic connections between face-to-face and online teaching strategies.

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Transformative learning

nRenewed confidence with regard to leading and adopting change and innovation among their peers and within their own schools.

nBeing empowered to negotiate perceived technological and institutional barriers to change.

nPreparedness to maximize the time/space opportunity of the Fellowship to actively engage in meaningful and relevant activities for their individual context.

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Learning leadershipnA strategy where the TFS provides the time

and space to implement and reflect.nA strategy supported by senior management

and aligned with CSU strategic directions sees the strategy supported across many levels of the institution.

nThe fostering of a community of practice, through relationships with EDs, FLI staff, Fellows and others that encourages innovative research and practice in BFL

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Learning leadership

nFellows demonstrating a willingness to collaborate, support and share practice.

nThe TFS providing opportunities for the development of skills and expertise that is recognised and accessed by peers.

nThe TFS supporting Fellows to have the confidence to take risks and experiment with something new.

nFellows demonstrating a willingness to engage in external activities and relationships, nationally and internationally.

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Outputs

nScholarly outcomes have included:n14 external conference presentations, 17

internal conference presentations, an ARC discovery grant application, 26 refereed publications and a number of internal research collaborations resulting from the FLI Teaching Fellowship Program.

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Leadership rolesn Dr Yann Guisard (Teaching Fellow (TF) 2010) was appointed as a

Course Director, Faculty of Science, 2011.n Dr Lucy Webster (TF 2009) was appointed to the School of Medical

Sciences' Learning and Teaching Committee in 2009 and in 2011 won an ALTC Citation for Outstanding Contributions to Student Learning, and also in 2011 was awarded the CSU Vice-Chancellor's Award for Teaching and Learning.

n Kay Plummer (TF 2010) was appointed as Pilot Leader of the Bachelor of Business Studies course pilot as one of five course teams involved in the CSUDI Pilot program, 2010. In 2011, Ms Plummer was appointed Sub-Dean Learning and Teaching for the Faculty of Business.

n Dr Richard Taffe (TF 2010) was appointed Course Director as part of a trial of this role in late 2009/early 2010 and has been appointed the inaugural Chair of the Director's Forum, 2011. Managing the Pathways Programs and in building connections with external education organisations and bodies.

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Leadership roles

n Dr John Rafferty (TF 2011) has been an Associate Head of School since the start of 2011, and is currently the co-chair of the Murray School of Education's Learning and Teaching Committee. Dr Rafferty was awarded the Vice-Chancellors Award for Excellence in Sustainability in 2011 and has been awarded substantial funding for several sustainability and environmental projects.

n Dr Jenni Munday (TF 2008) has been an Associate Head of School since the start of 2011, was acting Sub-Dean Learning and Teaching during semester 1, 2011 and acting Head of School for 3 months in late 2011.

n Dr Jennifer Sappey (TF 2008) was awarded the Vice Chancellor and Faculty of Arts Awards for Teaching Excellence in 2009 and also received an ALTC Citation for Outstanding contribution to student learning 2010.

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Keppell, M. J., O’Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. ALT-J, 18:3, 165 - 178.

Childs, M., Brown, M., Keppell, M., Nicholas, Z., Hunter, C. & Hard, N. (2012). Learning leadership in Higher Education: the big and small actions of many people. DeHub, Australia (draft document).

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Horizon trends ‣ People expect to be able to work, learn, and

study whenever and wherever they want.

‣ The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.

‣ Increasingly, students want to use their own technology for learning.

‣ Teaching paradigms across all sectors are shifting to include online learning, hybrid learning and collaborative models.

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Horizon trends ‣ Massively Open Online Courses (MOOCs) are

proliferating.

‣ Many institutions are looking to open — often free — online universities to supplement the current courses at brick-and-mortar institutions.

‣ Higher education institutions have always been seen as critical paths to educational credentialing, but challenges from competing sources are redefining what these paths can look like.

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Horizon Challenges ‣ Personalized learning ‣ Digital media literacy is continuing its rise in

importance as a key skill in every discipline and profession.

‣ Critical for educators to build and participate in networks where they can share pedagogical research and best practices.

‣ Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring, publishing, and researching.

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ADFI‣ Innovation and research

‣ Literacies for the future

‣ Mobility

‣ Digital communities

‣ Learning spaces

‣ Personal Learning Environments

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Questions?

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