Networked Learning Weaving connections between analysis, design - PDF document

20/11/15 QUT HERN Symposium Nov 17 2015 Networked Learning Weaving connections between analysis, design and research Peter Goodyear The University of Sydney Page 1 The University of Sydney Page 2 1

20/11/15 Networked learning and learning networks Email for teachers involved in joint replanning of maths curriculum and assessment tasks (1986) MSc in IT and Learning (1989 onwards) email & computer conference via dial-up; 5 x intensive residential weeks (ie “blended”) JITOL project (1991-4) CMC/Groupware for continuing professional development, building and sustaining distributed communities of practice SHARP project (1997-99) “Shareable representations of practice” Making and sharing videoclips of working practices; discussion through annotation The University of Sydney Page 3 The University of Sydney Page 4 2

20/11/15 Starting out ... Peter Goodyear (1981) A geographical perspective on the study of relative deprivation , Unpub. D.Phil. thesis, New University of Ulster Goodyear, P. (1978) Relative deprivation and conflict in N. Ireland, invited paper, Conference on Radical Approaches to Irish Geography , University College Dublin, Ireland, July Eddie Moxon-Browne (1983) Nation, class and creed in Northern Ireland , Gower Goodyear, P. (1981) Quantitative methods and the ideology of social control, Annual Conference, British Educational Research Association , Alsager, Sept. Goodyear, P. (1981) Computer applications in social science teaching, Annual Conference, British Educational Research Association , Alsager, Sept. The University of Sydney Page 5 Pathway - 1984 and after ... (http://www.computinghistory.org.uk) 1984 1991 1996 2002 2004 2010 2010 2013 2014 2016 The University of Sydney Page 6 3

20/11/15 Research#in#‘Pasteur’s#Quadrant’# (Stokes,#1997)# Alan#Schoenfeld# (AERA#PresidenFal#Address#1999)# ConsideraFons#of#use# (pracFcal#applicaFon#etc)?# # NO# YES# Use7inspired#basic# Quest#for# Pure#basic#research# research## YES# fundamental# (Niels#Bohr)# (Louis#Pasteur)# understanding# (theoreFcal/#scienFfic# ‘Bird#spo>ng’# Pure#applied#research# advances,#etc)?# NO# (Gilbert#White)# (Thomas#Edison)# # The University of Sydney Page 7 Improving the quality of educational research (in Pasteur’s Quadrant) ConsideraFons#of#use# (pracFcal#applicaFon#etc)?# # Quest#for# fundamental# Quality## understanding# (fitness#for#purpose)# (theoreFcal/#scienFfic# advances,#etc)?# # Considering how research-based knowledge becomes actionable The University of Sydney Page 8 4

20/11/15 Unpacking ‘quality’: who is educational research for? Lack%of%a(en+on%to%these%issues% has%undermined%general% Considera*ons+of+use+ (pracFcal#applicaFon#etc)?# percep+ons%of%the%usefulness%of% # educa+onal%research% Use#by#whom?# For#what#purposes?# How#do#they#work?# What#kinds#of#knowledge#can#make#a#difference#to#their#work?# # Quest+for+fundamental+understanding+ (theoreFcal/#scienFfic#advances,#etc)?# # What#needs#explaining?# What#does#an#adequate#explanaFon#look#like?# What#kinds#of#facts,#principles,#models,#theories,#etc##are# suitable#for#our#domain(s)#of#study?# # The University of Sydney Page 9 Use#by#whom?# # What#kinds# For#what#purposes?# of## # knowledge+ # How#do#they#work?# can#make#a## # difference # # #to#their# work ?# The University of Sydney Page 10 5

20/11/15 Use#by#whom?# # What#kinds# For#what#purposes?# of## # knowledge+ # How#do#they#work?# can#make#a## # difference # # #to#their# work ?# The University of Sydney Page 11 Use#by#whom?# # What#kinds# For#what#purposes?# of## # knowledge+ # How#do#they#work?# can#make#a## # difference # # #to#their# work ?# The University of Sydney Page 12 6

20/11/15 Design for Learning Designers Use#by#whom?# What#kinds#of## # knowledge+ # Design For#what#purposes?# can#make#a## Design Practice # difference # How#do#they#work?# #to#their# work ?# # Designerly Ways of Knowing # Goodyear, P. (2015). Teaching as design. HERDSA Review of Higher Education , 2. http://www.herdsa.org.au/wp-content/uploads/HERDSARHE2015v02p27.pdf The University of Sydney Page 13 The+Science+of+Design+ (Cross,+2006)+ The ‘science of design’ is the systematic study of design – its goal is to study how people design, what they design, and what knowledge is drawn upon during design work. Cross identifies three broad sub-fields in the science of design: • design phenomenology (the study of the form and configuration of artefacts). • design praxiology (the study of the practices and processes of design), • design epistemology (the study of ‘designerly ways of knowing’) Cross, N. (2006) Designerly ways of knowing, Berlin, Springer. The University of Sydney Page 14 7

20/11/15 Design+phenomenology+ (the form and configuration of artefacts) Designer Designed artefact(s) User/Learner The University of Sydney Page 15 Design+praxiology+ Different from general problem-solving or simple choice • involves both problem-formulation and problem-solving, using early candidate solutions to help achieve a better understanding of needs • often involves reframing the presented problem, seeing it as an instance or a symptom of some larger problem • often involves reconciling competing forces, rather than optimising on a single goal Some work on design for learning blurs the distinctions between (a) that which has been designed and (b) the activities in which people engage, through which they learn In medias res: reframing design for learning Peter Goodyear and Yannis Dimitriadis The University of Sydney Page 16 8

20/11/15 Design+epistemology+ Knowledge: of how a specific ( learning network ) functions Epistemic+fluency+ in#design## …#architecture#has#someFmes#found#ways#of#ge>ng#on#with#the#job#when# educaFon#freezes#in#the#headlights#of#epistemological#or#moral#uncertainty.# EducaFonalists#talk#about#the#dangers#of#combining#contradictory# epistemological#posiFons#…##while#architects#combine#ideas#from#mechanics,# opFcs,#acousFcs,#economics,#aestheFcs,#human#biology,#social#psychology#and# history.#They#can#combine#mathemaFcs#and#astrology#without#blushing.#They# build#terrible#buildings#and#some#great#ones.#They#someFmes#ignore#crucial# human#needs#and#wants,#but#the#best#of#them# do #tend#to#show#an# understanding#of#human#nature#and#its#relaFonship#to#the#material#world#that# is#subtle#and#profound.## The University of Sydney Page 17 Researching+the+work+of+teams+engaged+in+design+for+ learning+ praxiology+phenomonology+epistemology Extracting reusable design ideas (eg analysing learning networks) Supporting design processes (eg empirical studies of designers) The University of Sydney Page 18 9

20/11/15 Ac*vityKcentered+analysis+and+design+(ACAD)+ Outcomes # Ac*vity # People # Tools,+artefacts # Tasks+ Ac*vity+as+emergent+&+situated;+design+as+indirect; + + students+coKconfiguring+epistemic,+physical+&+social + The University of Sydney Page 19 Mapping+familiar+HE+research+topics+to+this+framework+ The#nature#of#valued# Outcomes # learning#outcomes# Reliable#links#between# acFviFes#and# outcomes# The#ergonomics#of# Ac*vity # learning#environments# People # Tools,+artefacts # Effects#of#grouping# strategies;#CoP7based# Tasks+ Factors#affecFng#the# approaches# translaFon#of#tasks# into#acFviFes#(deep,# surface#&#strategic# learning…)# The University of Sydney Page 20 10

20/11/15 From networked learning as an educational approach to learning networks as complex objects of study • NL as learning with/through others; (much) interaction through (digital) communications media • Learning network as a stable instance of NL (stable enough to warrant/allow analysis) • Personal LNs are a subclass of LNs: but not our focus • Not just the people but also the tools & other artefacts, practices, tasks-activities, roles, divisions of labour etc: heterogeneous; complex situated activity; connections • Designed and emergent: alive The University of Sydney Page 21 The physical: artefacts, tools, places etc Physical: material and digital and hybrids (accelerating interpenetration of the material and digital) The materialist turn isn’t yet very good at the digital, or even at materials per se Artefacts, tasks, users & practices co-evolve Analysis needs to be able to deal with single artefacts and complex assemblages (ecologies of things; meshworks etc) Analysis needs to inform the creation of representations that design teams (teachers:designers:analysts) can use to make sense of a complex system/network and commit to action to improve it. The University of Sydney Page 22 11

20/11/15 Analytical Framework: focus on physical (today) Physically Situated Epistemically Situated Artifacts, tools, texts, etc Tasks (Emergent) Activity Outcomes Dyads, groups, teams; roles; divisions of labor Socially Situated The University of Sydney Page 23 (Goodyear & Carvalho, 2014, p. 59) Analytical Framework: focus on physical (today) Goal-directed Embodied action cognition, Physically Situated (intentions extended mind , formed in the intermingling of Artifacts, tools, texts, etc mind precede mind-body-world and direct (tool-using action selection of tools, brings forth actions etc) intention) Tasks (Emergent) Activity Outcomes Dyads, groups, teams; roles; divisions of labor Socially Situated The University of Sydney Page 24 (Goodyear & Carvalho, 2014, p. 59) 12