eduserv digital identities workshop
DESCRIPTION
slides for: http://patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Groups.DigitalIdentities/TRANSCRIPT
Planet / Eduserv Digital Identities, Jan 09
Planet: bringing learning design knowledge to the forefront
Yishay MorEduserv Digital Identities Workshop, London, Oct. 2008
Planet / Eduserv Digital Identities, Jan 09
Note I: Acceleration
Son, this was my dad's mobile. I want you to have it.
The world is changing. Fast. Faster. Teachers are learners. Students are researchers. We are all designers of
our and our peer's learning.
Planet / Eduserv Digital Identities, Jan 09
Note II: The design divide
the gap between those who have the expertise to develop high-quality tools and resources and those who don’t (Mor & Winters, 2008*)
Low cost, mobile, connected devices create a potential of a level playing field – but also an illusion of one.
The critical obstacle to development is not lack of means of production, but lack of knowledge how to use them.
* http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=223
Planet / Eduserv Digital Identities, Jan 09
Note III: The void
The Prophetswill tell you what should be done
The Explorerswill tell you what they did
Current discussion of learning and technology alternates between the abstract theoretical and the anecdotal.In between there is a shortage of design-level discourse.
?
Planet / Eduserv Digital Identities, Jan 09
Where am I? What do I do now?
You're in a hot air balloon You should find where you want to go
and land there.
Did I tell about the time I crossed the
Himalayas in a Zeppelin?
Planet / Eduserv Digital Identities, Jan 09
Wanted: a design science of learning
A science of design has - A value dimension A functional axis of decomposition Attention to representation
(Mor & Winters, 2007)
Herbert Simon (1969): we need a scientific study of the man-made. At its core, the science of design. “everyone designs who devises courses of action aimed at changing existing situations into desired ones”
Planet / Eduserv Digital Identities, Jan 097
The Design Knowledge Problem
Expert := one who solves problems in a
particular domain
Expert := has domain design knowledge
Experts do,Consultants talk
Experts talk in jargon
But..
Planet / Eduserv Digital Identities, Jan 09
Learners?
Anyone seen a common language?
DesignKnowledge
in TEL
Developers
Policy makers
Teachers
Researchers
Planet / Eduserv Digital Identities, Jan 09
Solution: sharing stories
Stories (narratives) are a fundamental form of generating / sharing knowledge. (Bruner)
Thick descriptions of problems & solutions. Everyone likes a good story.
http://www.slideshare.net/yish/case-study-how-to-presentation
Planet / Eduserv Digital Identities, Jan 09
Narrative (i.e. stories)
Something happened to someone under some circumstances *
it* and there's a reason for me to tell you about it.
William Hogarth, a rake's progress
Planet / Eduserv Digital Identities, Jan 09
Narratives – where do they come from, Where do they go?
Planet / Eduserv Digital Identities, Jan 09
The “good” case: There and back again
Context
Challenge
SuccessReflection
Planet / Eduserv Digital Identities, Jan 09
Tell me a story Situation
Set the scene (I wasn't there)
Task What problem where you trying to solve?
Actions What did you do?
Results What happened?
Reflections
Planet / Eduserv Digital Identities, Jan 09
A few tips
I wasn’t there Stick to the story Tell it like it was …and then tell what you learnt
Planet / Eduserv Digital Identities, Jan 09
I wasn’t there
Don’t assume that I am familiar with your context. What you take for granted, for me is a new world. Take your time to set the scene: who, where, when.
3 May. Bistritz.--Left Munich at 8:35 P.M., on 1st May, arriving at Vienna early next morning; should have arrived at 6:46, but train was an hour late. Buda-Pesth seems a wonderful place, from the glimpse which I got of it from the train and the little I could walk through the streets. I feared to go very far from the station, as we had arrived late and would start as near the correct time as possible.
In the war of Troy, the Greeks having sacked some of the neighbouring towns, and taken from thence two beautiful captives, Chryseis and Briseis, allotted the first to Agamemnon, and the last to Achilles. Chryses, the father of Chryseis, and priest of Apollo, comes to the Grecian camp to ransom her; with which the action of the poem opens, in the tenth year of the siege.
There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner (Mrs. Reed, when there was no company, dined early) the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further out-door exercise was now out of the question.
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?'
Stately, plump Buck Mulligan came from the stairhead, bearing a bowl of lather on which a mirror and a razor lay crossed. A yellow dressinggown, ungirdled, was sustained gently behind him on the mild morning air. He held the bowl aloft and intoned: Introibo ad altare Dei.
Planet / Eduserv Digital Identities, Jan 09
Stick to the story
Actually, it is half the art of storytelling to keep a story free from explanation as one reproduces it. [...] The most extraordinary things, marvelous things, are related with the greatest accuracy, but the psychological connection of the events is not forced on the reader. It is left up to him to interpret things the way he understands them, and thus the narrative achieves amplitude that information lacks.
Walter Benjamin (The storyteller, in Illuminations, p. 86)
Planet / Eduserv Digital Identities, Jan 09
Tell it like it was
You don’t know
• Would have happened..
• Could have happened..
• Should have happened..
• Will Happen…
You DO know, and only YOU know
What happened
Planet / Eduserv Digital Identities, Jan 09
…and then tell what you learnt
This is your story, and what you learned is part of it.
After you’re reported on the context, the events and the consequences – report on your learning experience.
In the midst of the word he was trying to say,In the midst of his laughter and glee,
He had softly and suddenly vanished away –
For the Snark was a Boojum, you see.
Planet / Eduserv Digital Identities, Jan 09
What do you see?
After a case story is presented, ask the audience to identify the primary points from their perspective.
What is the key message you take from this story?
Planet / Eduserv Digital Identities, Jan 09
The three hats
Work in small groups One tells a story, second writes it down, third
presents it.
Planet / Eduserv Digital Identities, Jan 09
highlight concepts
Hazard: Hazard: needs definition
Asset: Asset: Key common concept
Planet / Eduserv Digital Identities, Jan 09
map them
Planet / Eduserv Digital Identities, Jan 09
But..
Narratives are not enough: The Aha! Factor
How do we identify the key design element in a story?
The fantasy factor How do we know its true?
The (cognitive) load factor The world is changing too fast for us to take in all
the good stories.
Planet / Eduserv Digital Identities, Jan 0924
Design patterns
[describe] a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice(Alexander et al., 1977)
C o n t e x t
Problem Solution
Planet / Eduserv Digital Identities, Jan 0925
ProblemKeep the rain out
ContextCold, wet, poor.
Method of solutionThatched roof
RelatedTimber frame, Slanted roof,Chimney
Planet / Eduserv Digital Identities, Jan 0926
example: activity nodes
Design problemCommunity facilities scattered individually through the city do nothing for the life of the city.
Design solutionCreate nodes of activity throughout the community, spread about 300 yards apart.
http://www.uni-weimar.de/architektur/InfAR/lehre/Entwurf/Patterns/030/ca_030.html
Planet / Eduserv Digital Identities, Jan 09
The long way from cases to patterns
The bull can't see his horns. Practitioners are often too close to their story, the
key element of success seems obvious to them. “Oh, that's common sense”
there's nothing common about common sense. The “make something useful” pattern (aka “like,
duh?”) Avoid stating the obvious*
(yes, this is an example)
Planet / Eduserv Digital Identities, Jan 09
Some questions to ask a case..
What are you about? What are you an example of?
What was successful? What made it successful? What in the context was necessary for it to be successful? When might it not work? Do we have any other examples of this?
Planet / Eduserv Digital Identities, Jan 09
I see a pattern!
Name it (and rename later) Write it in 30 words - NOW! Fry it Sing it Draw it
C o n t e x tProblem Solution
Planet / Eduserv Digital Identities, Jan 09
Some questions to ask a pattern
What's your problem? What would we do without you? (why do we
need you) How are you different from X? What are your boundaries? (when are you not
relevant) Walk me through the steps
Planet / Eduserv Digital Identities, Jan 09
Huston. We have a problem
C o n t e x tProblem
Solution
If there isn't a problem, there's no need to design. Problems are your friends! A good problem description is half the solution.
But, describing a problem is a problem
Colliding forces:we want A, but need to satisfy B
Elimination:Where would we be without this?
Exclusion:What does this solve that a cheaperalternative couldn't
Planet / Eduserv Digital Identities, Jan 09
It depends (on the ...)
C o n t e x tProblem Solution
Too broad: applicable everywhere, but hard to apply Too narrow: immediate to apply but rare application
Feature deletion:Start from a storycontext, delete non-essential detail Boundaries:
Note where this pattern doesn't apply
Fusing:Find two examples,note common features
Planet / Eduserv Digital Identities, Jan 09
C o n t e x tProblem Solution
[describe] a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice
(Alexander et al., 1977)
Planet / Eduserv Digital Identities, Jan 09
Back to stories: rule of three (revised*)
Find two more examples of this pattern Find one “near-miss”: similar story that doesn't
match Interrogate the stories, adjust the pattern. Link
* http://c2.com/cgi/wiki?RuleOfThree
Planet / Eduserv Digital Identities, Jan 09
..and back to the pattern
Link to related patterns Refine distinctions & refactor if needed
Draw clear lines between this and other patterns. Identify part-of / instance-of relations If needed, split into sub-patterns, add super-
patterns, or merge redundant patterns. Revisit the name & summary Present for review
Planet / Eduserv Digital Identities, Jan 09
Repeat.
http://xkcd.com/289/
Planet / Eduserv Digital Identities, Jan 09
Coming up..
Planet / Eduserv Digital Identities, Jan 09
Mark Kramer: Reflections of a Nomadic Learner in the Age of Ubiquitous Communication, Jan. 9 @LKL
Ubiquitous communication and mixed-reality computingscenarios are becoming commonplace and are influencing in the way in which individuals communicate and relate with others and their surroundings. This talk will present reflections of a nomadic learner who is examining how existing and emerging information & communications technologies and services are redefining formal andinformal learning scenarios. The expected result of this talk will be to ultimately inspire those in attendance to gain a clearer perspective on how we are shaping the future of learning.
Planet / Eduserv Digital Identities, Jan 09
Deadline: December 23rd 2008
http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Planet / Eduserv Digital Identities, Jan 09
Review on formative e-Assessment Paper on the CoMo case study Symposium on pattern methodologies
http://www.cal-conference.elsevier.com/
Planet / Eduserv Digital Identities, Jan 09
July 8-12, 2009, Irsee Monastery, Bavaria
Deadline: February 14, 2009
http://www.hillside.net/europlop/
http://flickr.com/photos/ademaraguiar/
Planet / Eduserv Digital Identities, Jan 0942
Thank you
The pattern language network project:http://patternlanguagenetwork.org
Yishay Mor
http://www.lkl.ac.uk/people/mor.html
This presentation