Artefacts and the Vernacular Crea%ng and sharing learning designs is not something teachers rou%nely do. Artefacts (objects. part designs, drawings, stories etc.) are important for sharing knowledge – E%enne Wenger calls them ‘Boundary Objects’ Don Norman explains this important phenomenon as follows “A major argument [in this book] is that much of our everyday knowledge resides in the world, not in the head. This is an interes%ng argument and, for cogni%ve psychologists, a difficult one. What could it possibly mean for knowledge to be situated in the world? Knowledge is interpreted, the stuff that can only be in minds. Informa%on, yes, that could be in the world, but knowledge, never. Well, yeah, the dis%nc%on between knowledge and informa%on is not clear. If we are sloppy with terms, then perhaps you can see the issues beSer. People certainly do rely upon the placement and loca%on of objects, upon wriSen texts, upon the informa%on contained within other people, upon the artefacts of society, and upon the informa%on transmiSed within and by a culture.” Don Norman, The Design of Everyday Things OD4L (Open Design for Learning) Open Design PaSerns for Assessment as Change Agents. John Casey City of Glasgow College The CITeA Project Summary This poster proposes the approach of ‘reverse engineering’ exis%ng courses through adop%ng eassessment techniques and iden%fies some of the cri%cal factors affec%ng this process. Ra>onale: Suppor>ng ‘BoBom Up’ Research by Teachers “Ideally, teachers…should have the means to act like design researchers themselves, i.e. documen%ng and sharing their designs. Without this they remain the recipients of research findings, rather than being the drivers of new knowledge about teaching and learning, able to cri%que and challenge the technology that is changing their profession” Diana Laurillard, Teaching as a Design Science Crea>ng and Sharing Learning Designs is a Tricky Problem! Targe>ng Assessment Assessment is the ‘sharp end’ of tradi%onal educa%on systems – change here travels back through the en%re system – a kind of reverse engineering. Our approach is influence by the Spiral Model of so‘ware development Theore>cal & Methodological Tools • Conversa%onal Framework Diana Laurillard • 3 Types of Teaching Paul Ramsden • Construc%ve Alignment John Biggs’ • Pedagogical Framework and Organisa%onal Context – Peter Goodyear • Systems Theory Peter Senge • Instruc%onal Design – Reigeluth & Clark • Cogni%ve Science, Design and Usability Don Norman • Design Theory and Prac%ce Achille Cas%glioni • SocioCogni%ve Engineering – Mike Sharples • The 3E Framework Keith Smyth and Terry Mayes • Spiral Model of So‘ware Development Barry Boehm • Par%cipatory Design – Ezio Manzini and Pelle Ehn Dodging the Educa>on Police Theore>cal Contradic>ons “[Effec%ve] teachers’ ra%onales o‘en bear a striking resemblance to well established theory and their conclusions to well researched empirical findings. Its seems likely that their long journey towards enlightenment might have been a lot shorter if they had bothered to read something [!] [But] A good deal of educa%onal literature is dull, impenetrable or useless – or even all three at the same %me. Only a small propor%on of educa%onal ideas are ‘powerful’ in that they embody what I call ‘pedagogic leverage’ – if you act on them then something different and worthwhile happens. Much educa%onal theory seems impossible even to act on, let alone likely to produce worthwhile improvements.” From #53ideas: The most useful training of university teachers does not involve ‘training’ by Graham Gibbs Higher Educa>on and the Knowledge Economy – Running Out of Road? The ‘knowledge economy’ concept is a central part of neoliberal ideology that has underpinned an expanding Higher Educa%on system: “the idea of the knowledge economy‘ has shaped educa%on policy in the UK and around the world…this vision, may be increasingly hard to realise…highly rewarded, crea%ve and autonomous work is likely to be restricted over the coming two decades to ever smaller global elites.” Keri Facer Final Report: Beyond Current Horizons Programme 2009 Learning Design: A ‘Wicked’ Design Problem? In design studies the tern ‘wicked’ is applied to problems that are highly resistant to solu%on because of complex social and technical interac%ons, with incomplete and changing requirements and conflic%ng ideas. A possible solu%on to this is par%cipatory or codesign methods (pioneered in Scandinavia and Italy) for dealing with intractable social problems. The DESIS network is an exponent of this approach (hSp://www.desisnetwork.org ). Culture Change – Drivers “The So‘ Stuff is the Hard Stuff” – aSributed to Roger Enrico Vice Chairman, Pepsico Digital Transgressions ‘Digital’ can s%ll be deeply transgressive – by capturing what has been tradi%onally invisible it acts as powerful reifica%on agent that can challenge the status quo. Pedagogic Transgressions Open Educa%onal Resources & Prac%ces (OER/P) are powerful change agents that can challenge exis%ng values and prac%ces. They accord with the values of the democra%c radicals of the early 19th century who established public higher educa%on and held that educa%on should be ‘accessible to the public and transparent to the public gaze’. Economic Transgressions “Our current system of quality assurance in HE driven by marke%sa%on, standardisa%on, and human resource management is measuring the wrong things and does not value radical, inclusive (or indeed any truly transforma%ve) approaches to learning” Radical Interven%ons in Teaching and Learning: Na%onal Union of Students Escaping elearning Deliriums • The Emperor’s New Clothes… • Celebrity experts • Neoliberal memes e.g. Knowledge Economy Informa%on Society • TechCentric solu%ons for complex social problems • Commercial interests • A ‘gravity well’ of social media that is difficult to escape from • Unusable tools • Lack of cri%cal evalua%on and reflec%on