Eduserv Digital Identities Workshop

download Eduserv Digital Identities Workshop

of 42

  • date post

    18-Dec-2014
  • Category

    Education

  • view

    1.389
  • download

    0

Embed Size (px)

description

slides for: http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Groups.DigitalIdentities/

Transcript of Eduserv Digital Identities Workshop

  • 1. Planet: bringing learning design knowledge to the forefront
      • Yishay Mor
      • Eduserv Digital Identities Workshop, London, Oct. 2008
  • 2. Note I: Acceleration
    • The world is changing. Fast. Faster.
    • Teachers are learners.
    • Students are researchers.
    • We are all designers of our and our peer's learning.
    Son, this was my dad's mobile. I want you to have it.
  • 3. Note II: The design divide
    • the gap between those who have the expertise to develop high-quality tools and resources and those who dont (Mor & Winters, 2008*)
    • Low cost, mobile, connected devices create a potential of a level playing field but also an illusion of one.
    • The critical obstacle to development is not lack of means of production, but lack of knowledge how to use them.
    * http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=223
  • 4. Note III: The void The Prophets will tell you what should be done The Explorers will tell you what they did Current discussion of learning and technology alternates between the abstract theoretical and the anecdotal. In between there is a shortage of design-level discourse. ?
  • 5. Where am I? What do I do now? You're in a hot air balloon You should find where you want to go and land there. Did I tell about the time I crossed the Himalayas in a Zeppelin?
  • 6. Wanted: a design science of learning
    • A science of design has -
    • A value dimension
    • A functional axis of decomposition
    • Attention to representation
    • (Mor & Winters, 2007)
    Herbert Simon (1969): we need a scientific study of the man-made. At its core, the science of design. everyone designs who devises courses of action aimed at changing existing situations into desired ones
  • 7. The Design Knowledge Problem Expert := one who solves problems in a particular domain Expert := has domain design knowledge Experts do, Consultants talk Experts talk in jargon But..
  • 8. Anyone seen a common language? Learners? Design Knowledge in TEL Developers Policy makers Teachers Researchers
  • 9. Solution: sharing stories
    • Stories (narratives) are a fundamental form of generating / sharing knowledge. (Bruner)
    • Thick descriptions of problems & solutions.
    • Everyone likes a good story.
    http:// www.slideshare.net/yish/case -study-how-to-presentation
  • 10. Narrative (i.e. stories)
    • Something happened to someone under some circumstances *
    • it
    * and there's a reason for me to tell you about it. William Hogarth, a rake's progress
  • 11. Narratives where do they come from, Where do they go?
  • 12. The good case: There and back again Context Challenge Success Reflection
  • 13. Tell me a story
    • S ituation
      • Set the scene (I wasn't there)
    • T ask
      • What problem where you trying to solve?
    • A ctions
      • What did you do?
    • R esults
      • What happened?
    • R eflections
  • 14. A few tips
    • I wasnt there
    • Stick to the story
    • Tell it like it was
    • and then tell what you learnt
  • 15. I wasnt there Dont assume that I am familiar with your context. What you take for granted, for me is a new world. Take your time to set the scene: who, where, when. 3 May. Bistritz.--Left Munich at 8:35 P.M., on 1st May, arriving at Vienna early next morning; should have arrived at 6:46, but train was an hour late. Buda-Pesth seems a wonderful place, from the glimpse which I got of it from the train and the little I could walk through the streets. I feared to go very far from the station, as we had arrived late and would start as near the correct time as possible. In the war of Troy, the Greeks having sacked some of the neighbouring towns, and taken from thence two beautiful captives, Chryseis and Briseis, allotted the first to Agamemnon, and the last to Achilles. Chryses, the father of Chryseis, and priest of Apollo, comes to the Grecian camp to ransom her; with which the action of the poem opens, in the tenth year of the siege. There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner (Mrs. Reed, when there was no company, dined early) the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further out-door exercise was now out of the question. Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?' Stately, plump Buck Mulligan came from the stairhead, bearing a bowl of lather on which a mirror and a razor lay crossed. A yellow dressinggown, ungirdled, was sustained gently behind him on the mild morning air. He held the bowl aloft and intoned: Introibo ad altare Dei .
  • 16. Stick to the story
    • Actually, it is half the art of storytelling to keep a story free from explanation as one reproduces it. [...] The most extraordinary things, marvelous things, are related with the greatest accuracy, but the psychological connection of the events is not forced on the reader. It is left up to him to interpret things the way he understands them, and thus the narrative achieves amplitude that information lacks.
    • Walter Benjamin (The storyteller, in Illuminations, p. 86)
  • 17. Tell it like it was
    • You dont know
    • Would have happened..
    • Could have happened..
    • Should have happened..
    • Will Happen
    You DO know, and only YOU know What happened
  • 18. and then tell what you learnt
    • This is your story, and what you learned is part of it.
    • After youre reported on the context, the events and the consequences report on your learning experience.
    In the midst of the word he was trying to say, In the midst of his laughter and glee, He had softly and suddenly vanished away For the Snark was a Boojum, you see.
  • 19. What do you see? After a case story is presented, ask the audience to identify the primary points from their perspective. What is the key message you take from this story?
  • 20. The three hats
    • Work in small groups
    • One tells a story, second writes it down, third presents it.
  • 21. highlight concepts Hazard: needs definition Asset: Key common concept
  • 22.