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Slide 1: 1 design vb: work out the structure or form of (something) as by making a sketch, outline, pattern or plans; plan and make something artistically or skilfully; form or conceive in the mind, invent design n: a finished artistic or decorative creation; a plan, scheme or project; a coherent or purposeful pattern Definitions: Collins English Dictionary Image: Flickr, knitkid
Slide 2: 2 • What role do students in your IBL classes  have in designing their own inquiries and  inquiry processes? • Is the idea of design made explicit in their  inquiry/learning experiences? • Do students share their designs with each  other and you?
Slide 3: Inquiry in the Web 2.0 environment: tools for students for ‘design for learning’? LTEA 2008 Sheffield, 27th June 2008 Philippa Levy www.shef.ac.uk/cilass
Slide 4: 4 Students as designers • IBL and web 2.0 • ‘Inquiring’ students and design for learning • Digital design for learning tools • Tools for students? • designing and managing their own inquiry processes,  and using design representations as resources for  reflection and sharing with other students
Slide 5: 5 Inquiry-based learning • Open­ended, messy  questions and problems • Student­led, tutor guided • Step­by­step and  emergent processes • Dissolving the student­ teacher binary • Often, an explicit focus  on process
Slide 6: 6 ‘Process support’ in IBL • • • • • • Critical thinking Information literacy Digital media Collaboration Project management Meta­cognition 
Slide 7: 7 Inquiring students and Web 2.0 • • • • • • Owning and directing their  experience Participating, collaborating,  social networking Producing and co­creating ­  generating, repurposing and  sharing content  Accessing multiple sources  Using a wide variety of tools  and environments  Creating personal learning  networks and environments  Source: www.deitel.com
Slide 8: 8 Digital natives? • Expertise to judge how  best to use technologies  for learning purposes? • Skills in using  technologies to best  advantage? • New literacies?
Slide 9: 9 Design for learning • “The process of designing, planning and orchestrating  learning activities” (JISC, 2006) • “The process by which teachers – and others involved in  the support of learning – arrive at a plan or structure or  design for a learning situation” (Beetham and Sharpe,  2007: 6) • Strong emphasis on teacher (rather than learner) as  designer
Slide 10: 10 Tools for design for learning • Pen and paper, Word, Powerpoint,  mindmapping, (VLEs)…. • Design and orchestration (LAMS) • Pedagogic planning prototypes: Phoebe, London  Pedagogy Planner, Compendium LD
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Slide 13: 13 Compendium LD (prototype) – based on tool designed for mind-mapping and argumentation Analysis of a pop-song using a wiki Source: Conole et al. 2008
Slide 14: 14 LAMS
Slide 15: • • • • • • • linearity tight structure fragmentation closure sequential teacher­controlled ‘instructivist’ 15 • • • • • • • digression loose structure holism open­endedness iterative student­controlled ‘constructivist’
Slide 16: 16 LAMS - proof of concept? • Making design explicit • Stimulating activity­ focused design thinking • Providing well for more  tightly­structured,  teacher­led IBL  • Valued for scaffolding of  small­scale, discrete  inquiry activities • Providing less well for more open-ended, emergent, student-led IBL • Limited alignment with values and practices associated with Web 2.0 • Perceived risk of engaging a mechanistic response to design
Slide 17: 17 “It’s like conducting an  orchestra. LAMS can if  the conductor tutor  wishes, really impose  strict limitations on the  students, you’re not  going to start playing  until you finish this.   Really what I’m trying  to do is learn how to  orchestrate less. How  might the students  themselves orchestrate  the learning  experience?” www.robertsturmanstudio.com Orchestrating
Slide 18: 18 “I really just love this idea  of sort of working with  students, sitting there and  saying OK, we’ve got this  course module to do,  what’s your favourite  approach? Do you like  doing this or that? And  actually putting it together  with them and having them  make the decisions about  how they’re going to learn  as well. You know I would  never sit and do that in  WebCT but I think I could  do it with this”. Co-designing
Slide 19: 19 Is there a case for using/developing tools to  empower and support students to design  and manage their own inquiry processes,  and use design representations as  resources for reflection and sharing with  other students…?
Slide 20: 20 Design tools for students? • Same tools for teachers and learners, or  different tools needed? • Do we already have tools we can use, or is there  a need for tools with different features?  • What might a design for learning tool look like if  focused on use by learners rather than  teachers?  • What kinds of support materials might learners  need to assist them to use such tools? 
Slide 21: 21 Design tools for students? • Bringing concept of (co)design for learning  to the fore from student perspective • Highly flexible research planning features • Integrated design for learning guidance  equivalent to teachers’ pedagogic  planners
Slide 22: 22 References • Beetham, H. & Sharpe, R. (2007). An introduction to  rethinking pedagogy for a digital age. In H. Beetham &  R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age.  (pp.1­10). London: Routledge.  • Levy, P. et al. (2008) Final Report to JISC of the DeSILA project, www.shef.ac.uk/desila • Conole, G. Brasher, A. Cross, S. Weller, M. Nixon S. & Clark P. (2008) A learning design methodology to foster and support creativity in design. In Proceedings of Networked Learning 2008 http://www.networkedlearningconference.org.uk/abstracts/Conole.ht m