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ALT C 2013: Learning Design Studio

talk at ALT C 2013, http://altc2013.alt.ac.uk/sessions/the-learning-design-studio-collaborative-design-inquiry-as-teachers-professional-development-409/

Yishay Mor

on 11 September 2013

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Transcript of ALT C 2013: Learning Design Studio

Cornell University Sustainable Design, flickr.com/photos/cusd/
The Learning Design Studio: Collaborative Design Inquiry as Teachers’ Professional Development
everyone designs who devises courses of action aimed at changing existing situations into desired ones.

(Simon, 1969 / 1996: The Sciences of the Artificial)
Latour: A Cautious Prometheus? A Few Steps Toward a Philosophy of Design (With Special Attention to Peter Sloterdijk)
Objects with intent
Bad design is.. just letting things happen.

John Hockenberry (ted.com)
a mutual learning process between users and designers

Pascal Béguin
The more objects are turned into things – that is, the more matters of facts are turned into matters of concern – the more they are rendered into objects of design through and through.
Learning Design:
"devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation."
Mor, Y. & Craft, B. (2012), 'Learning Design: reflections on a snapshot of the current landscape ', Research in Learning Technology. http://oro.open.ac.uk/33910/
Educational Design Research
Mor, Yishay (2010). Embedding design patterns in a methodology for a design science of e-Learning. In: Kohls, Christian and Wedekind, Joachim eds. Problems Investigations of E-Learning Patterns: Context Factors, Problems and Solutions. Hershey, PA, USA: IGI, pp. 107–134. http://oro.open.ac.uk/30364/
Design-based research is a methodology for the study of function. Often referred to as design research or design experiments, it is concerned with the design of learning processes, taking account of the involved complexities, multiple levels and contexts of educational settings. The primary aim is to develop domain-specific theories in order to understand the learning process.
Mor, Yishay and Winters, Niall (2007). Design approaches in technology enhanced learning. Interactive Learning Environments, 15(1), pp. 61–75. http://oro.open.ac.uk/30354/
Learning by Design
Kolodner, J. L.; Camp, P. J.; Crismond, D.; Fasse, B.; Gray, J.; Holbrook, J.; Puntambekar, S. & Ryan, M. (2003), 'Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design™ into practice', Journal of the Learning Sciences 12 (4) , 495--547 .
Teachers as Designers
Voogt, J.; Westbroek, H.; Handelzalts, A.; Walraven, A.; McKenney, S.; Pieters, J. & de Vries, B. (2011), 'Teacher learning in collaborative curriculum design', Teaching and Teacher Education 27 (8) , 1235 - 1244

Kali, Y. & Ronen-Fuhrmann, T. (2011), 'Teaching to design educational technologies', International Journal of Learning Technology 6 (1) , 4-23
Laurillard, D. (2012), Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. , Routledge, Taylor & Francis Group .
CC BY NC SA Yishay Mor, http://yishaymor.org/
Firmitas, Utilitas, Venustas

Natural science: What is?
Social science: How bad is it?
Design science:
How do we make it better?
Five advantages of design:
Humble, modest
Attentive to details
Semiotic quality; meaning, interpretation of signs
To design is always to redesign
Ethical dimension
Value laden
Change oriented
Functionally organised
Context dependent
Most recent characterizations of design research suggest it is an approach with certain commitments: the production of innovative learning environments, knowledge about how such environments work in the settings for which they are designed, and, hopefully, some more fundamental knowledge about learning or teaching....

Various approaches to education research hold one or another of these commitments, but it is argued the unique attribute of design research is the simultaneous concern for all of them. Yet, this commitment to certain kinds of research outcomes without a clear description of research methods has produced considerable criticism against design research.

Sandoval, W. A. (2013). Conjecture mapping: an approach to systematic educational design research. Journal of the Learning Sciences.
Yishay Mor, Orit Mogilevsky
ALT C 2013

Actively to participate in the making of knowledge is the highest prerogative of man and the only warrant of his freedom. When our schools truly become laboratories of knowledge-making, not mills fitted out with
information-hoppers, there will no longer be need to
discuss the place of science in education.
~ John Dewey
Dewey, J. (1910), 'Science as subject-matter and as method', Science 31 (787) , 121-127
... teaching tends to be seen as a process of delivering information and testing students for its reception and retention. Students tend to be disconnected from the commonplace understandings and competences built into their ordinary commerce with the world. Teachers, likewise, tend to be disconnected from what they already know. They may teach math, for example, in ways that have little to do with how they do math. ~ Donald A. Schön
Schön, D. A. (1992), 'The theory of inquiry: Dewey's legacy to education', Curriculum inquiry 22 (2) , 119-139
when we attend to what we know already, appreciating the artistry and wisdom implicit in competent practice, believing that by reflection on that practice we can make some of our tacit knowledge explicit, we take on a "reflective turn", that leads us to see students and teachers (at their best) as participants in a kind of reflective practice, a communicative and self-reflective practice of reciprocal inquiry. ~ Donald A. Schön (ibid.)
Reflective conversation with the materials of a situation
Mode of inquiry
Making sense of some puzzling phenomenon (but first, you must let the phenomena puzzle you)
Mode of design
make things out of the materials of a situation under conditions of complexity and uncertainty
(Dewey's, according to Schön)
Combines mental reasoning
and action in the world
Challenges dichotomies of
abstract reasoning
and practical skills
Transactional, open-ended, inherently social
(systematically, rigorously, citically)
proceed from doubt to its resolution.
because learning is essential to designing, there is a great potential for learning through designing.
Teaching - a dialogue of..
OpenScience Laboratory - nQuire
Erik R. Bishoff, flickr.com/photos/bishoff/
Jon Reksten, flickr.com/photos/jonhefel/
Green, L. N. & Bonollo, E. (2003) Studio-based teaching: history and advantages in the teaching of design. World Transactions on Eng. and Tech. Edu, 2, 269-272
The Learning Design Studio
The Studio
The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. ~ John Dewey
Dewey, J. (2007), Experience and education , Simon and Schuster , New York, NY
Cox, C.; Harrison, S. & Hoadley, C. (2008), Applying the "studio model" to learning technology design, in Chris DiGiano; Shelley Goldman & Michael Chorost, ed., 'Educating learning technology designers: guiding and inspiring creators of innovative educational tools', Routledge, New York, NY, pp. 145-164
Dream bazaar
Tom Kelly, flickr.com/photos/tkellyphoto/
Jon Coyne, flickr.com/photos/joncoyne/
Team Up!
Force Maps
Shannan Muskopf, flickr.com/photos/40964293@N07/
Thank You
"The course and final project opened up new possibilities.
Now, two years after the end of the course I continue to apply what I learned in the course.
My pedagogical design took a turn.
Thanks and good luck "

Conceptualise (Soryboard)
(images mostly

Full transcript