Embed Size (px)
Citation preview
Artefacts and the Vernacular Crea%ng and sharing learning designs is not something teachers rou%nely do. Artefacts (objects. part designs, drawings, stories etc.) are important for sharing knowledge – E%enne Wenger calls them ‘Boundary Objects’ Don Norman explains this important phenomenon as follows “A major argument [in this book] is that much of our everyday knowledge resides in the world, not in the head. This is an interes%ng argument and, for cogni%ve psychologists, a difficult one. What could it possibly mean for knowledge to be situated in the world? Knowledge is interpreted, the stuff that can only be in minds. Informa%on, yes, that could be in the world, but knowledge, never. Well, yeah, the dis%nc%on between knowledge and informa%on is not clear. If we are sloppy with terms, then perhaps you can see the issues beSer. People certainly do rely upon the placement and loca%on of objects, upon wriSen texts, upon the informa%on contained within other people, upon the artefacts of society, and upon the informa%on transmiSed within and by a culture.”
Don Norman, The Design of Everyday Things
OD4L (Open Design for Learning) Open Design PaSerns for Assessment as Change Agents.
John Casey City of Glasgow College The CIT-‐eA Project
Summary This poster proposes the approach of ‘reverse engineering’ exis%ng courses through adop%ng e-‐assessment techniques and iden%fies some of the cri%cal factors affec%ng this process.
Ra>onale: Suppor>ng ‘BoBom Up’ Research by Teachers
“Ideally, teachers…should have the means to act like design researchers themselves, i.e. documen%ng and sharing their designs. Without this they remain the recipients of research findings, rather than being the drivers of new knowledge about teaching and learning, able to cri%que and challenge the technology that is changing their profession” -‐ Diana Laurillard, Teaching as a Design Science
Crea>ng and Sharing Learning Designs is a Tricky Problem!
Targe>ng Assessment Assessment is the ‘sharp end’ of tradi%onal educa%on systems – change here travels back through the en%re system – a kind of reverse engineering. Our approach is influence by the Spiral Model of so`ware development
Theore>cal & Methodological Tools • Conversa%onal Framework -‐ Diana Laurillard • 3 Types of Teaching -‐ Paul Ramsden • Construc%ve Alignment -‐ John Biggs’ • Pedagogical Framework and Organisa%onal Context – Peter Goodyear • Systems Theory -‐ Peter Senge • Instruc%onal Design – Reigeluth & Clark • Cogni%ve Science, Design and Usability -‐ Don Norman • Design Theory and Prac%ce -‐ Achille Cas%glioni • Socio-‐Cogni%ve Engineering – Mike Sharples • The 3E Framework Keith Smyth and Terry Mayes • Spiral Model of So`ware Development Barry Boehm • Par%cipatory Design – Ezio Manzini and Pelle Ehn
Dodging the Educa>on Police -‐ Theore>cal Contradic>ons “[Effec%ve] teachers’ ra%onales o`en bear a striking resemblance to well established theory and their conclusions to well researched empirical findings. Its seems likely that their long journey towards enlightenment might have been a lot shorter if they had bothered to read something [!] [But] A good deal of educa%onal literature is dull, impenetrable or useless – or even all three at the same %me. Only a small propor%on of educa%onal ideas are ‘powerful’ in that they embody what I call ‘pedagogic leverage’ – if you act on them then something different and worthwhile happens. Much educa%onal theory seems impossible even to act on, let alone likely to produce worthwhile improvements.”
From #53ideas: The most useful training of university teachers does not involve ‘training’ by Graham Gibbs
Higher Educa>on and the Knowledge Economy – Running Out of Road? The ‘knowledge economy’ concept is a central part of neo-‐liberal ideology that has underpinned an expanding Higher Educa%on system: “the idea of the knowledge economy‘ has shaped educa%on policy in the UK and around the world…this vision, may be increasingly hard to realise…highly rewarded, crea%ve and autonomous work is likely to be restricted over the coming two decades to ever smaller global elites.”
Keri Facer -‐ Final Report: Beyond Current Horizons Programme 2009
Learning Design: A ‘Wicked’ Design Problem? In design studies the tern ‘wicked’ is applied to problems that are highly resistant to solu%on because of complex social and technical interac%ons, with incomplete and changing requirements and conflic%ng ideas. A possible solu%on to this is par%cipatory or co-‐design methods (pioneered in Scandinavia and Italy) for dealing with intractable social problems. The DESIS network is an exponent of this approach (hSp://www.desis-‐network.org).
Culture Change – Drivers “The So` Stuff is the Hard Stuff” – aSributed to Roger Enrico Vice Chairman, Pepsico Digital Transgressions ‘Digital’ can s%ll be deeply transgressive – by capturing what has been tradi%onally invisible it acts as powerful reifica%on agent that can challenge the status quo.
Pedagogic Transgressions Open Educa%onal Resources & Prac%ces (OER/P) are powerful change agents that can challenge exis%ng values and prac%ces. They accord with the values of the democra%c radicals of the early 19th century who established public higher educa%on and held that educa%on should be ‘accessible to the public and transparent to the public gaze’.
Economic Transgressions “Our current system of quality assurance in HE -‐ driven by marke%sa%on, standardisa%on, and human resource management -‐ is measuring the wrong things and does not value radical, inclusive (or indeed any truly transforma%ve) approaches to learning”
Radical Interven%ons in Teaching and Learning: Na%onal Union of Students
Escaping e-‐learning Deliriums
• The Emperor’s New Clothes… • Celebrity experts • Neo-‐liberal memes e.g.
² Knowledge Economy ² Informa%on Society
• Tech-‐Centric solu%ons for complex social problems • Commercial interests • A ‘gravity well’ of social media that is difficult to escape from • Unusable tools • Lack of cri%cal evalua%on and reflec%on
