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Iolanda Garcia, Elena Barberà, Xavier Pujol i Mireia Usart (eLearn Center, UOC); Anna Escofet, Marc Fuertes, Begoña Gros, Marta López i Ingrid Noguera (UB), Meritxell Cortada i Marta Marimón (UVIC) Project funded by: Par1cipants:: Background Design Based Research methodology This poster is framed within the Design2Learn R+D project on the co design of learning scenarios in higher educaQon. Codesign is understood as a creaQve process developed collaboraQvely by teachers, students and researchers to design learning scenarios. This process involves discussing and negoQaQng the design principles to be used in order to devise the learning scenarios. These design principles are based on recent approaches to the model of inquirybased learning enhanced by technology. With the aim of supporQng the codesign process, several design tools and conceptual artefacts are used to guide pracQQoners in the creaQon of a “common language” and help them to reflect and to represent pracQce during the codesign process. Expected Results 1) Set of guidelines for the implementaQon of a model based on inquirybased and technologyenhanced learning in different university contexts 2) TheoreQcal and pracQcal descripQon of a codesign method of learning scenarios with the parQcipaQon of teachers, students and researchers 3) A set of innovaQve and authenQc learning scenarios addressed to virtual and blended contexts 4) A set of instruments to support and represent the design processes and products that allow dialogue between teachers and enable their reuse and transference to other contexts. Research Ques1ons How can the process of codesign be facilitated by different kind of mediaQng artefacts? Is it possible to determine different roles and levels of intervenQon by parQcipants in the codesign process? What are the criQcal issues and stages to consider in a co design process? What are the effects of the codesign process? How does context influence the codesign process? Codesign process Phase 1 Research team prepara1on JanSept 2013 Learning design principles and supporQng tools Research design and instruments SelecQon of research contexts and parQcipants Phase 2 1st Codesign cycle (4 contexts) Sept 2013 – Jul 2014 Stage 1. Informed exploraQon and ideaQon of learning scenarios with teachers Stage 2. ImplementaQon and assessment of designed learning scenarios with teachers and students Stage 3. Assessment of codesign process and generaQon of theory with teachers and students. Three itera1ons Phase 3 2nd Codesign cycle (4 contexts) Sept 2014Jul 2015 Stage 1. Informed exploraQon and ideaQon of learning scenarios with teachers Stage 2. ImplementaQon and assessment of designed learning scenarios with teachers and students Stage 3. Assessment of codesign process and generaQon of theory with teachers and students Three itera1ons Phase 4 Final evalua1on of Codesign process (8 contexts) Sept –Des 2015 Data triangulaQon SystemaQzaQon of products and results Theory generaQon 8 learning contexts Two different university models: online and blended. About 4 UOC / 4 UB teachers . About 16 students with different profiles. Different disciplines. Media1ng artefacts to represent prac1ce Design paSerns Narra1ves Storyboards LD design tools Diagrams Scenarios Teachers as designers Teachers professional development Teachers as guides and facilitators Teachers as researchers Students as designers Student par1cipa1on and engagement Student as producer and as researcher Student voice DESIGN PRINCIPLES based on Inquiry Based Learning Supported by Technology LEARNING AS A DESIGN SCIENCE

Poster Design2Learn Symposium UOC

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Poster presented at the 1st international symposium at UOC, Barcelona, 16 december 2013

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Page 1: Poster Design2Learn Symposium UOC

Iolanda  Garcia,  Elena  Barberà,  Xavier  Pujol  i  Mireia  Usart  (eLearn  Center,  UOC);  Anna  Escofet,  Marc  Fuertes,  Begoña  Gros,  Marta  López  i  Ingrid  Noguera  (UB),  Meritxell  Cortada  i  Marta  Marimón  (UVIC)    

   Project  funded  by:                                                        Par1cipants::      

   Background      Design  Based  Research  methodology  

This   poster   is   framed   within   the  Design2Learn   R+D   project   on   the   co-­‐design  of  learning  scenarios  in  higher  educaQon.  

Co-­‐design   is   understood  as   a   creaQve  process  developed   collaboraQvely  by   teachers,  students  and  researchers   to  design   learning  scenarios.  This  process   involves   discussing   and   negoQaQng   the   design   principles   to   be  used  in  order  to  devise  the  learning  scenarios.  These  design  principles  are  based   on   recent   approaches   to   the   model   of   inquiry-­‐based   learning  enhanced   by   technology.   With   the   aim   of   supporQng   the   co-­‐design  process,  several  design  tools  and  conceptual  artefacts  are  used  to  guide  pracQQoners   in   the  creaQon  of  a   “common   language”  and  help   them  to  reflect  and  to  represent  pracQce  during  the  co-­‐design  process.  

   Expected  Results  1)  Set  of  guidelines  for  the  implementaQon  of  a  model  based  on  inquiry-­‐based  and  technology-­‐enhanced  learning  in  different  university  contexts  2)  TheoreQcal  and  pracQcal  descripQon  of  a  co-­‐design  method  of  learning  scenarios  with  the  parQcipaQon  of  teachers,  students  and  researchers  3)  A  set  of  innovaQve  and  authenQc  learning  scenarios  addressed  to  virtual  and  blended  contexts  4)  A  set  of  instruments  to  support  and  represent  the  design  processes  and  products  that  allow  dialogue  between  teachers  and  enable  their  reuse  and  transference  

to  other  contexts.  

Research  Ques1ons    How  can  the  process  of  co-­‐design  be  facilitated  by  different  kind  of  mediaQng  artefacts?      Is  it  possible  to  determine  different  roles  and  levels  of  intervenQon  by  parQcipants  in  the  co-­‐design  process?    What  are  the  criQcal  issues  and  stages  to  consider  in  a  co-­‐design  process?    What  are  the  effects  of  the  co-­‐design  process?    How  does  context  influence  the  co-­‐design  process?  

 Co-­‐design  process  

Phase  1  Research  team  prepara1on  Jan-­‐Sept  2013  

•  Learning  design  principles  and  supporQng  tools  

•  Research  design  and  instruments  •  SelecQon  of  research  contexts  and  parQcipants  

Phase  2    1st  Co-­‐design  cycle    (4  contexts)  Sept  2013  –  Jul  2014  

•  Stage  1.  Informed  exploraQon  and  ideaQon  of  learning  scenarios  with  teachers  

•  Stage  2.  ImplementaQon  and  assessment  of  designed  learning  scenarios  with  teachers  and  students  

•  Stage  3.  Assessment  of  co-­‐design  process  and  generaQon  of  theory  with  teachers  and  students.  

Three  itera1ons  

Phase  3    2nd  Co-­‐design  cycle  (4  contexts)  Sept  2014-­‐Jul  2015  

•  Stage  1.  Informed  exploraQon  and  ideaQon  of  learning  scenarios  with  teachers  

•  Stage  2.  ImplementaQon  and  assessment  of  designed  learning  scenarios  with  teachers  and  students  

•  Stage  3.  Assessment  of  co-­‐design  process  and  generaQon  of  theory  with  teachers  and  students  

Three  itera1ons  

Phase  4    Final  evalua1on  of        Co-­‐design  process    (8  contexts)  Sept  –Des  2015  

•  Data  triangulaQon  •  SystemaQzaQon  of  products  and  results  •  Theory  generaQon  

8  learning  contexts    •  Two  different  university  models:  online  and  blended.      

•  About  4  UOC  /  4  UB  teachers  .  

•  About  16  students  with  different  profiles.  

•  Different  disciplines.  

Media1ng  artefacts  to  represent  prac1ce  Design  paSerns                Narra1ves  Storyboards    LD  design  tools  Diagrams  Scenarios  

Teachers  as  designers  Teachers  professional  development  Teachers  as  guides  and  facilitators  Teachers  as  researchers  

Students  as  designers  Student  par1cipa1on  and  engagement  Student  as  producer  and  as  researcher  Student  voice  

DESIGN  PRINCIPLES  based  on  Inquiry  Based  Learning  Supported  by  Technology  

LEARNING  AS  A  DESIGN  SCIENCE