bridging the missing middle for al_tversionfinal_14_08_2014
DESCRIPTION
Presentation to ALT-C 2014 Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.TRANSCRIPT
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Bridging the missing middle: a design based approach to Scaling
Debbie Holley, Visiting Research Fellow, UWEJohn Cook and Patricia Santos UWE (Bristol,
UK) and Gilbert Peffer CIMNE (Barcelona, Spain)
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Structure of talk:
• The context of the paper, Learning Layers EU• Overview of key terms• Approaches to scaling • Three scaling taxonomies• Mapping to the ‘Help-Seeking’ tool • Conclusions and future work
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Learning Layers: Scaling informal learning
Project Coordination
Technology Research
Regional Application Clusters
Scaling Partners
Technology Partners
Health Care – Leeds
Construction & Building – Bremen
http://learning-layers.eu/
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Design Based Research
6http://dbrxroads.coe.uga.edu/index.php/homepage
Tom Reeves keynote:“How many educational revolutions have we heard of?”
DBR = "Impact on real world problems."
“… in the era of iPhone ... we want frictionless solutions ... but people and institutions can feel messy ... they introduce uncontrolled variability.”
“You know DBR has rigor and discipline, but it must also have impact.”
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Approaches to scaling
Education based approaches Coburn
(2003) and Dede (2007)
(Model 1)
A health-based approach to Scaling
Greenhalgh et al (2004) (Model 2)
Layers Scaling (Model No3)
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Model 1 (educational)
We have used this model for improving our scaling strategy in LearningLayers
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Model 2 (health based)
Greenhalgh et al (2004) suggest future research on diffusion of innovation should focus on: • Theory driven research• Process rather than "package"• Ecological analyses• A common language, measures, and tools• Collaboration and coordination• Multidisciplinary and multimethods research• Meticulous details• Participation between practitioners and researchers.
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Model 3 Layers Scaling Approach
Education based
approaches Coburn (2003)
and Dede (2007)
(Model 1)
A health-based approach to
Scaling Greenhalgh et al (2004) (Model 2)
Layers Scaling Model
• Framework of research design
• Includes theory building and intervention and
delivery in practice• Goal is largely
methodological, identifying methods, tools and practices
that help us build interventions that scale
• An iterative process throughco-design sessions with real
professionals
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The ‘Help Seeking’ tool
An interactive tool to facilitate• Expand your network• Exchange Questions/Answers• Enhance social learning at work• Tagging people and resources• Support collaborative filtering
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Help Seeking in action
• Our analysis of the Y2 workshops found that the following three design criteria will be relevant for our Hybrid Social Learning Network/Help Seeking tool:
1. Scaffolding will be required when composingquestions (support the creation an exchange of opinion between peers) and searching, filtering or making new connections (scaling the Network)
2. Support manual and automatic Tagging of resources and people (connect people-people, people-data, data-data)
3. Recommendations based on Key profile Factors (Aggregated Trust)
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Mapping of Help Seeking
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Conclusions
The co-design process supports three of the strands where Layers can claim to be influencing scaling:1. Open Design Library (ODL) – ‘repositories develop intellectual
capital’ (Preece 2000)2. Sharing the outcomes of co-design and transfer work contexts
(health–to-construction)3. Cross platform prototypes enable easy use ‘any place
anytime’ and builds in the ‘Scalable features’ identified by Preece (op.cit)
4. Build capacity - Technical integration within other Layers Tools (Social Semantic Server) and tools associated to the organization (i.e. email server)
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Further Information• Cook, J., Bannan, B. and Santos, P. (2013). Seeking and
Scaling Model for Designing Technology that Supports Personal and Professional Learning Networks. Workshop on Collaborative Technologies for Working and Learning (ECSCW meets EC-TEL), 21 September, Cyprus. Link to paper goo.gl/K7zMHO
• Greenhalgh, T; Robert, G; MacFarlane, F; Bate, P and Kyriakidou, O (2004). Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations The Milbank Quarterly, Vol 82, No 4 (pp.581-629) London:Blackwell available online http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2690184/ [accessed 8/04/2014]
• Learning Layers www.learninglayers.eu• Ley, T., Cook, J., Dennerlein, S., Kravcik, M.,
Kunzmann, C., Pata,K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M.,Trattner, C. (2014). Scaling the support for informal learning at the workplace: a model and four designs from a large-scale design-basedresearch effort. British Journal of Educational Technology, in press.
• ODL Help Seeking: http://goo.gl/4vsLuU
• I will insert QR CODE with link to slideshare here