Design Challenges for the Integration of Emerging User Generated Content and Contexts in Formal Education - Daniel Spikol & Marcelo Milrad
Learner-constructed trails in museums - Kevin Walker
Challenges for Integrative Design and Research in Mobile Learning- Brenda Bannan
How do we provide flexible design and research models and the integration of both to progressively and simultaneously improve learning and technologies, particularly in regard to the unique socio-cultural and transformative potential of mobile learning environments?
From a theoretical frame of the ‘mobile complex’ (Pachler, Cook and Bachmair, in press), how do we employ the important constructs of agency, culture and social structure in a systematic process of identifying, generating and determining directions for integrative design and research cycles?
What does the shift in the use of mobile devices as provoking informal, fluid, ubiquitous, usercontribution/ participation and meaning-making experiences (Pachler, Cook and Bachmair, in press) mean for identifying or generating informal learning targets for design and research?What special considerations does the “mobile complex” evoke in how we collect and analyze data and the methods we might employ in a systematic, iterative and interventionist design research effort?
Current Plans for the Design Challenges session
Flexible design conversations to help create strategies for mobile complex learning activities
Design research is useful to not only understand individuals but also frame individual behaviors in the context and community that surrounds them. Therefore, it will be important to employ many methods of research.
Walker: learner constructed threads
How mobile complex support learner constructed threads
Bannan: Flexible Design and research models
How do we provide flexible design and research models across the theoretical frame
Spikol: Active participation across social and cultural practices
How do we identify the design challenges to get active involvement?
4 part session (25 minutes each) + 20 minute slush time (Pomodoro technique)
Session 1
Session 2 & 3 (50-60 minutes)
Break into 3 groups for Brainstorming, Photo Story, and Seek Inspiration
Brainstorming
Photo Story
Seek Inspiration
Session 4
Daniel
2:54PM 24 November 2009
Defining/Designing augmented contexts for learning - Carl Smith
Norbert Pachler
8:22AM 29 November 2009
Some notes from Day 1 Workshop may be found:
http://www.slideshare.net/bbannan/day-1-alpine
Brenda Bannan
5:05PM 30 November 2009
Graham Attwell
11:30pm 16 November 2009
I am especially interested in idea of representation. But the bit that really excites me about the promise of mobile devices is the idea of representing practice in the context in which that practice takes place and thus removing the abstraction of talking about practice which is what we tend to do with learning materials at present. Thus the creativity becomes the creativity of the design of practice itself, rather than the design of the materials.
Josh Underwood
10:19am 30 November 2009
Learner - Designer - Learner
What is the relationship between designers and learners, learners as designers and designers as learners?
How do design approaches support this relationship?
Josh Underwood
10:38am 30 November 2009
Some questions for Design, Context, AR, Context Aware & Learning
What are the information overload implications and methods for managing these in a ubiquitous AR world?
How might my internal, mental, physical perspective on the world be augmented and to what ends (e.g. prompting awareness of my quickening heartbeat, my straying attention)?
I usually think about AR as augmenting my perception of the world, what about AR as augmenting others perception of me (e.g. http://www.wired.com/epicenter/2009/11/ilinguals-virtual-phrasebook-app-brings-us-closer-to-the-babel-fish/)?
What is the relationship between context aware computing and context aware people (and context aware design)? Moving from proactive computing to proactive people on interview with y.rogers).
Assuming a learner is motivated to act towards some objective that requires the application of some skill or set of skills and knowledge at a level beyond her current competence how can we design support that extends competence and is it important to withdraw that support in response to her developing competence?
Graham Attwell
11:14am 30 November 2009
introduction to session nu Daniel.....
Design conversations as a pattern of problem solving - design is constructive in terms fo problems framing and focusing on solutions rather than just posing problmes.
Designers tackle ill defined problems.
Looking at user learner generated content and context of Olympic ski jump in Partenkirchen.
Loooking at problems of how to solve issue sof mobile learning in real world - problems of visualisation.
US movement around design research - methdological approach leading to cycles of innovation informing innovation in practice. Embeds different types of methods including observational approaches.
Looking at models of Human Centred Design. Some discussion over wther can take what is a product oriented approach to education and learning?
And now time for lunch :)
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Gráinne Conole
5:00pm 16 November 2009
This looks like an excellent session. I think emerging user generated content and contexts offer interesting and distint design challenges. We have learnt alot through our Open University Learning Design Initiative in the last few years, and we have an evolving LD toolbox of tools. methods and activities which can be used to help design more creatively. We have also being doing some work on trying to better understand how we can represent designs at different levels. Others like Diana Laurillard, Liz Masterman/Marion Manton, Sue Bennett and others at Wollongong (to name but a few!) are doing interesting related things. And then of course there is all the pedagogical patterns work... So lots of useful and exciting work, yielding interesting results - the trick is how do we put it all together.....