planet-handheldlearning08

Slideshow Transcript

1. Slide 1: Planet: bringing learning design knowledge to the forefront Yishay Mor Handheldlearning, London, Oct. 2008 Planet / Handheldlearning, Oct 2008
2. Slide 2: Note I: Acceleration The world is changing. Fast. Faster.  Teachers are learners.  Students are researchers. Son, this was my  We are all designers of dad's mobile. our and our peer's I want you to have learning. it. Planet / Handheldlearning, Oct 2008
3. Slide 3: 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 / Handheldlearning, Oct 2008
4. Slide 4: Note III: The void The Prophets The Explorers will tell you what should be done ? will 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 / Handheldlearning, Oct 2008
5. Slide 5: 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 / Handheldlearning, Oct 2008
6. Slide 6: Wanted: a design science of learning 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” A science of design has -  A value dimension  A functional axis of decomposition  Attention to representation (Mor & Winters, 2007) Planet / Handheldlearning, Oct 2008
7. Slide 7: The Design Knowledge Problem Expert := one who solves problems in a particular domain Expert := has domain design knowledge But.. Experts do, Experts Consultants talk talk in jargon 7 Planet / Handheldlearning, Oct 2008
8. Slide 8: 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 / Handheldlearning, Oct 2008
9. Slide 9: 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 / Handheldlearning, Oct 2008
10. Slide 10: 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) Problem Solution Co n t ex t 10 Planet / Handheldlearning, Oct 2008
11. Slide 11: Problem Keep the rain out Context Cold, wet, poor. Method of solution Thatched roof Related Timber frame, Slanted roof, Chimney 11 Planet / Handheldlearning, Oct 2008
12. Slide 12: example: activity nodes Design problem Community facilities scattered individually through the city do nothing for the life of the city. Design solution Create 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 12 Planet / Handheldlearning, Oct 2008
13. Slide 13: The Planet way 13 Planet / Handheldlearning, Oct 2008
14. Slide 14: Experience -> narratives -> patterns Planet / Handheldlearning, Oct 2008
15. Slide 15: How it works  Tell me a story.  The three hats.  What do you see?  Make it a pattern.  Connect, refactor, refine, repeat.  Back to the field: scenarios. Planet / Handheldlearning, Oct 2008
16. Slide 16: 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 / Handheldlearning, Oct 2008
17. Slide 17: The three hats  Work in small groups  One tells a story, second writes it down, third presents it. Planet / Handheldlearning, Oct 2008
18. Slide 18: 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 / Handheldlearning, Oct 2008
19. Slide 19: Make it a pattern Cookbook: ingredients, Collision of procedure, expected forces outcomes Problem Solution Context When, Where, Who Planet / Handheldlearning, Oct 2008
20. Slide 20: Connect, refactor, refine, repeat Patterns thrive in languages Problem Solution Context Problem Solution Context Problem Solution Context Problem Solution Context Planet / Handheldlearning, Oct 2008
21. Slide 21: Scenarios  The ultimate proof of a pattern language is in its effectiveness as a tool for design.  Ask participants to tell as “fantasy story”: a current design challenge as an “I wish” case story.  Apply patterns to derive solution. Planet / Handheldlearning, Oct 2008
22. Slide 22: Conclusions  Learning as a design science  Need an Algebra for ↑  Case stories, patterns, scenarios  Work in progress but promising results so far.  Come to our workshops! Planet / Handheldlearning, Oct 2008
23. Slide 23: Thank you The pattern language network project: http://patternlanguagenetwork.org Participate: http://snipurl.com/planet-workshops Yishay Mor http://www.lkl.ac.uk/people/mor.html yishaym@gmail.com This presentation http://www.slideshare.net/yish/planethandheldlearning08-presentation/ 23 Planet / Handheldlearning, Oct 2008