Empirical studies of design for learning
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How do interdisciplinary teams of educational designers collaboratively design blended learning environments? This presentation provides first observations from an empirical study of educational designers working on revising a university-level course.
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Empirical studies of design for learning
- 1. Studies of design for learning Beat A. Schwendimann, Ph.D. CoCo team meeting 8 May 2013
- 2. How do interdisciplinary groups of educational designers collaborate on design-for-learning tasks?
- 3. Educational Design Research Studio 2 projectors 1 interactive whiteboard Re-arrangeable furniture 3 video cameras 5 still-shot photo cameras 8 voice recorders 33 sqm of whiteboard wall Screencapture & IP capture 2 iPads
- 4. Roles/ division of labourUsing tools Knowledge representationsDesign phases Design for Learning studies
- 7. Findings • Design-for-learning is not a simple linear process but consists of multiple, fluid, parallel processes • Short- and long-term design patterns can be identified • Initial empathise phase is central to design- for-learning processes
- 8. Further steps Two lines of research Rich descriptions of naturally occurring educational design processes Develop scaffolds to support design for learning processes -> Iterative experimental setups
Editor's Notes
- Design for learning (DFL) often involves the assemblage of various elements, for example, combining knowledge, ideas, pedagogical strategies, roles or tools in a lesson. Educational designers are likely to select elements that may have been previously used or are perceived as potentially productive in a given learning context. However, in order to successfully re-use designs, it is important that one understands the interplay between tools, tasks, social elements, and the influence of these elements on emergent human activities. DFL involves recognizing what and how design elements influence activities that are of significance for learning.
- Historically, educational design has been treated as a linear process as exemplified by the widely used ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Most of the current instructional design models are variations of the ADDIE model (Piskurich, 2006).For next slide:-Study with three educational designers re-designing an existing business school master degree course.-Worked in EDRS for 7h.-Used the above rubric to distinguish different design phases
- Observations:-No clear chronological sequence of phases, but parallel processes.-No separation of idea generation and idea critique (as in traditional brainstorming settings).-Circular iterations: Generally, after the DFL team empathized about an issue, they would move to idea generation, and cycle through critique and return to idea generation. -> Some loops were short (minutes) or long (hours).-Empathise process as anchoring point. -Empathize phase further distinguished into: Students / Existing course / Existing learning environment / Existing assessment / Goals / Other material