Design Thinking for Technology Enhanced Learning
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When researching or implementing technology enhanced learning is hard, because many aspects influence the learning experiences. This slidedeck structures the educational design space and discusses the role of design patterns to shape this space into concrete and researchable learning experiences. The presentation contains our learning design canvas that puts different LD theories and models and integrates them. This slidedeck is the extended version of the design thinking workshop at the EATEL Summer School 2019 in Bari, Italy. Christian Glahn and Marion R. Gruber
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Design Thinking for Technology Enhanced Learning
- 1. Design Thinking for Technology Enhanced Learning Marion R. Gruber (@em3rg3) Christian Glahn (@phish108)
- 2. How do we start learning experience design?
- 4. The learning experience design space is not empty!
- 5. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Portfolio/Learning Records
- 6. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Portfolio/Learning Records Actvity Theory Inspired salted with many other theories & models Design patterns prestructure the educational design space
- 7. Simplify the design space for rapid process prototyping!
- 11. Let’s have a closer look at the front side
- 13. RoleRole
- 15. In-class methods and tools Online methods and tools
- 16. Now look at the back side
- 17. More focused concepts as in the complex canvas
- 27. The cards provide a language for analysing and communicating learning designs beyond subject matter
- 28. Exercise 1 create a 3-activity sequence
- 29. Let‘s bring this to work in your research context!
- 30. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records
- 31. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Learning-Time Consuming
- 32. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Technologically “Instantaneous”
- 33. Exercise 2 Identify the focus of your research design within learning design
- 34. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Activty- Outcome Dependency
- 35. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records ContinuousExperiences
- 36. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Inter-Activity Dependency
- 37. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Procedural Integration/Experience Flow
- 38. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records Technology Enhancement
- 39. Application/ Documentation Organisation/ Structure Educational objectives Location Interaction Mode Relations Time Control Social Plane Collaboration Presentation Communication Procedures Support Guidance Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles & Agency Learning activity Facilitating activity Competences Subject-matter structure RulesTasks ExperiencesProducts ContextsTools & Resources ActorsObjectives Interactions Environment Processes Outcomes Operators/Analytics Learner Porfolio/Learning Records ExperimentalEffect
- 41. Marion R. Gruber (@em3rg3) Christian Glahn (@phish108)