Poster Design2Learn Symposium UOC
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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
description
Poster presented at the 1st international symposium at UOC, Barcelona, 16 december 2013
Transcript of 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
