Poster Design2Learn Symposium UOC

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Poster presented at the 1st international symposium at UOC, Barcelona, 16 december 2013

Transcript of Poster Design2Learn Symposium UOC

  • Iolanda Garcia, Elena Barber, Xavier Pujol i Mireia Usart (eLearn Center, UOC); Anna Escofet, Marc Fuertes, Begoa Gros, Marta Lpez i Ingrid Noguera (UB), Meritxell Cortada i Marta Marimn (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 reect 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 dierent 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 dierent kind of mediaQng artefacts? Is it possible to determine dierent 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 eects of the co-design process? How does context inuence 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 dierent university

    models: online and blended.

    About 4 UOC / 4 UB teachers . About 16 students with

    dierent proles.

    Dierent 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