towards a framework for a design science of technology enhanced education

Towards a Framework for a Design Science of Technology Enhanced Education

Yishay Mor, Technologies in Education unit, the Faculty of Education,

University of Haifa / London Knowledge Lab http://www.yishaymor.org/

1Yishay Mor – Alpine Rendez Vous 2011

Can Technology Enhance

Learning?


It depends.


How Can Technology Enhance

Learning?


It depends.


How

Can

Technology

Enhance

Learning?

AffectingChange

Existing State

Desired State

Context

Function

Value


How

Can

Technology

Enhance

Learning?

AffectingChange

Existing State

Desired State

Context

Function

ValueMediatingHuman Activity

Representation


“everyone designs who devises courses of action aimed at changing existing situations into desired ones” (Simon, 1969, p 129)

A design approach is..• functional / pragmatic•Value laden•Representation dependant


Learning vs. Educationopportunistic ,ubiquitous ,

continuous,Inherent ,

Directed towards

A defined agenda

Education = Designed Learning9Yishay Mor – Alpine Rendez Vous 2011

design-based research (DBR)

“design processes subjected to standards of scholarship recognised by the scientific community.” Middleton et al (2008)

“(a) help design innovations (b) explain their effectiveness or ineffectiveness, theoretically, and (c) re-engineer them where possible, while adding to the science of design itself” (Kelly et al, 2008, p. 5).


Theory

Practice

Design Science


The design research cycle


… embedded in a meta-cycle


Wanted: representations of design knowledge


“enca” Epistemic framework


Narrative

Something happened to someone under some circumstances.

• Context

• Plot (sequence of events)

• Protagonists

• Implicit moral

Bruner: we make meaning out of experiences by arranging them into stories.


Design Narratives

“A design narrative describes the history and evolution of a design over time. [..] Narrative is only one way of making sense of design-based research. [..] To really convey what happened, though, requires a story” (Hoadley, 2002, p 454)

Neither data not analysis; they are the design-researchers’ interpretation in the space between the two.


From Narrative to Design Narrative

• Credibility• Transparency• Systemisation• Cumulativity

“there is nothing in narrative form that guarantees veracity”(Shavelson et al., 2003)


Formalising Design Narratives

Taxonomy

Structure

Collation

Criteria

Template

DesignerNarrative

CriteriaMethod & Organisation

Researcher

Narrative

LearnerNarrative

TeacherNarrative

Participant Narrative

FutureScenarios


TemplateComponent Description

Overview Brief summary of the situation, task and main outcomes.

Sources List of data sources consulted in the composition of this narrative.

Situation The circumstances in which this narrative is situated, in terms of time, place, environment and participants.

Task The objectives that the protagonists set to achieve or the problem to solve.

Actions The sequence of actions the protagonists took in order to address the task.

Results The actual effects of the protagonists’ action, as demonstrated by evidence.

Reflections Lessons and questions derived from the narrative.

patternlanguagenetwork.myxwiki.org/xwiki/bin/view/Cases/

http://www.yishaymor.org/phd


Beyond Narratives


Bottom Line

• There is a need for a design paradigm in educational research, which is value-driven, functionally-aligned, representation-aware

• Such a paradigm requires appropriate forms of representing scientific knowledge, and structured processes for producing them.

• Design Narratives, Design Patterns and Scenarios, embedded in the design experiment cycle, are a step in that direction.


Thank youhttp://www.yishaymor.org

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