empirical studies of design for learning
DESCRIPTION
How do interdisciplinary teams of educational designers collaboratively design blended learning environments? This presentation provides first observations from an empirical study of educational designers working on revising a university-level course.TRANSCRIPT
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Studies of design for learning
Beat A. Schwendimann, Ph.D.CoCo team meeting
8 May 2013
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How do interdisciplinary groups of educational designers collaborate on design-for-learning tasks?
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Educational Design Research Studio2 projectors
1 interactive whiteboard
Re-arrangeable furniture
3 video cameras
5 still-shot photo cameras
8 voice recorders
33 sqm of whiteboard wall
Screencapture & IP capture
2 iPads
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Roles/ division of labourUsing tools
Knowledge representationsDesign phases
Design for Learning studies
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Expected design phases
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Observed design phases
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Findings
• Design-for-learning is not a simple linear process but consists of multiple, fluid, parallel processes
• Short- and long-term design patterns can be identified
• Initial empathise phase is central to design-for-learning processes
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Further steps
Two lines of research
Rich descriptions of naturally occurring educational design processes
Develop scaffolds to support design for learning processes -> Iterative experimental setups