A design toolkit for emerging learning situations supported by...

A design toolkit for emerging learning situations supported by

ubiquitous computing

June 2 , 2010Daniel Spikol

Thursday, June 10, 2010

1. IntroductionThe best way to predict the future is to invent it.

-Alan Kay


Research Aim

What new design approaches can be developed for supporting

emerging learning landscapes with ubiquitous computing?


the scope

• Technology-enhanced Learning

• Interaction Design and HCI

• Science of Design

• Proactive computing

• What I mean by a design toolkit


2. Why?Kaput (1992): “major limitations of

computer use in the coming decades are likely to be less a result of

technological limitations than a result of limited human imagination and the constraints of old habits and social

structures”

Kaput, J. (1992). Technology and mathematics education. In D. Grouws, Handbook of research on mathematics teaching and learning (pp. 515-556). New York, New York, USA: MacMillan Publishing.


Active Learning

The very nature of learning is changing from transfer, remember and recall to create, discover, understand,

organize, interconnect, retrieve, and to apply knowledge in a culture and

contextBransford, J., B. Barron, et al. (2006). Foundations and Opportunities for and Interdisciplanar Science of

Learning. The Cambridge handbook of the learning sciences. R. K. Sawyer. Cambridge, Cambridge University Press: 19-34.

Pea, R., R. Lindgren, et al. (2008). "Cognitive technologies for establishing, sharing and comparing perspectives on video over computer networks." Social Science Information 47(3): 353-370.


Research Needs

• The role of designer is to explore the science of making and the philosophy of realizing social artifacts.

• The tools and theories of design can be both be supported by design-based research utilize the tensions from debate between theories and practice in HCI.

• But, a new set of tools and methods need to be considered for these emerging learning situations.

Learning Theories Science of DesignMobile and UbiComp

1:3 Small groups

Theory

Proactive Approach Practice

1:1 mobile learning

1:M and M:M Coping Role in Research


Overview of Researcha science for design is by necessity both a science of making and a philosophy of realizing artifacts

with and for others.

-Klaus Krippendorf


Different Cases

•mlearn2go

• Mobile Location Based Games and Activities Platform

•GeM - AMULETS

• Geo Math: AMULETS: Advanced Mobile and Ubiquitous Learning Environments for Teachers and Students

• Lets Go

• LETS GO: Learning Ecology with Technologies from Science for Global Outcomes


mLearn2go

Lets Go

GeM


mlearn2go • Settings- Informal & Formal

- Co-Design and Blended Design

- Prototype to commercial spin-off

• Research aims- Which design methods are appropriate for developing novel

learning activities using mobile games?

- How does the involvement of the teachers and the learners impact the design process and how has this given us new perspectives regarding strategies for learning activities?

• Outcomes- Bottom up approach with informal games & physical

activities

- value of different using design methods

- (re)Identified some initial design factors


GeM & Lets Go• Settings- Middle School & Highschool

- Co-Design

- Field work, Lab work, classroom

• Research aims- What design lessons can we get from novel prototypes of learning

activities that bring together mobile and 3D technologies?

- How to initiate the co-design process together with teachers, researchers, scientists, designers, and developers in order to develop mobile science collaboratories to support open inquiry-based learning.

• Outcomes- Cycles of sketching » How to find good ideas

- Participatory = higher risk of failure

- GeM Scaling back to find the right idea (research question)

- Theory vs Practice in the team

- Functional requirements and the design process

- Sketches cycles support of the design process

- Role of the DESIGNER


Lets Go - Inquiry Science


Lets Go


Technology Thoughts

• Settings- technology infrastructure

- connecting the user needs

• Research aims- What features and capabilities should collaborative mobile tools

and systems provide to support different learning activities?

- How mobile web and sensory technologies could be integrated to support science learning activities in the classroom and in outdoor settings?

• Outcomes- trying to develop technology to support the natural flow of

learning and teaching

- recognizing the reality of school IT infrastructure

- trying to utilize open standards in a mostly closed standard world


open standard approach


Research ApproachIt is a capital mistake to theorise before one

has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.

-Sir Arthur Connan Doyle


Instructionism

Contrsuctionism

Social-Cultural

Collaborative

Learning

aim to change to preferred

initiating change in man made things

reflective conversation

thoughtful interaction / prospective

Design

usabilityfactorsactorsCREATORS

HCI

calm computercontextproactiveCOPING

Ubi - comp

conversational framework

task model / socio-cultural engineering

mobile complex

Augmented contexts for development

mobile learning

Different Theories


Research Design

Designproduction of knowledge Research

production of artifacts

Fallman's (2003), Design-oriented Research (left) vs. Research- oriented Design (right)

HCI vs. Research & Design


Design Experiments Co-design can be defined as a highly facilitated team-based

process in which teachers, researchers, and developers work together in defined roles to design an educational innovation

(Penuel et al., 2007).

(http://www.lkl.ac.uk/projects/designresearch/)


http://www.lkl.ac.uk/projects/designresearch/

http://www.lkl.ac.uk/projects/designresearch/

DBR & Interaction Design

DBR Theory Testing Interaction Design Process

1. The development of a theory.

2. The derivation of principles of for designs from the theory.3. The translation of the principles into concrete designs.

4. The assessment of the designs to test whether they works as anticipated.

1. Identifying the needs and establishing requirements for user experience.

2. Development alternative designs that meet these requirements.3. Building interactive versions of the designs so that they can be communicated and assessed.4. Evaluating what is being built throughout the process and the user experience it offers.


5. DiscussionYou can’t depend on your eyes when your

imagination is out of focus.

-Mark Twain


Revisit: Research Question

• What is the role of the creative designer in research?

• What types of tools are required for these designers to conduct this type of research?

• What type of design toolkit for researchers can be developed to support mobile and ubiquitous computing for learning?

What new design approaches can be developed for supporting emerging learning landscapes with ubiquitous computing?


Initial Factors

• How do we design for creation or action, emerging behavior?

• How do we design for coping in the landscape?

• Human factors » actors »CREATORS

• Design as synthesis / prospective

Creationlearners

actively create artifacts and

learning materials

Actionlearners explore

physical and tangible data in the real world

Sharinglearners share artifacts and

converse about data

Reflectionlearners

collaboratively expand

knowledge through

reflection and conversation


Coping in the learning landscape

Thrown

Absorbed in coping

Projecting

No time time to reflect on the world (Suchman, 1987)

Needs to physically available (Norman, 1988)

Needs to cognitively available (Waller & Johnston, 2009)

Aspects of our being in the world Implications for learning landscapes

Physical and Cognitive availability involves orientation to the futurea) manipulating the space of possible actionsb) indicating the possibilities for action(Waller & Johnston, 2009)c) enabling creation (this presentation)d) providing new spaces for sharing and refection(this presentation)

Waller, V., & Johnston, R. B. (2009). Making ubiquitous computing available. Communications of the ACM, 52(10). Retrieved from http://portal.acm.org/citation.cfm?id=1562764.1562796.


Expanded FactorsAction Creation Sharing Reflection

Thrown

Coping

Projection

New Media Literacies

in the world in the world in the world in the world

in the classroom

in the classroom in the classroom

physical physical cognitive cognitive

cognitive cognitive physical physical

moving moving/paused

moving/paused paused

Play Multitasking

Distributed Cognition

Collective Intelligence

Visualization Judgment


Contexts of Interaction


Expanded Features

• An Emerging Landscape that is more firmly in the space of the body’s active engagement in its surroundings, in the ‘practical mastery’ of everyday tasks (Bourdieu 1997).

• Coping issue of physicality and cognitively

Learning Modes

Landscape Factors

Interaction Contexts

Interaction Modes

ActionCreationSharing

Reflecting

Thrown Task 1:1Coping Social small group (1:3)

Projecting Classroom 1:MSkills Outside M:M


Different spheres for design


Conceptual Toolkit


6. Take awaysDifferent media designs stimulate different

potentials in human nature. We shouldn’t seek to make the pack mentality as efficient as possible.

We should instead seek to inspire the phenomenon of individual intelligence.

-Jaron Lanier


Discussion • Why a toolkit?

‣ Framework = basic structure underlying a system, concept, or text

‣ Toolkit = may refer to an assembly of tools

‣ Toolkits for user innovation (the process) is an innovation process in which the user itself does part of the innovation within a set environment.

‣ User toolkits for innovation and it is based on his belief in innovation made by lead users. The process is based on the idea that manufacturers possess the knowledge of the solution possibilities, while the users possess the knowledge about needs. This information is sticky and can therefore not be transferred easily between the user and the manufacturer.

[1] E. von Hippel, "PERSPECTIVE: User toolkits for innovation," Journal of Product Innovation Management, vol. 18, 2001, pp. 247-257.


Why a toolkit? • Role of the designer, & design thinking

• Complex interaction problems + learning

• Design-based research

• The need to create space for creation, sharing, and reflection with action

• How to balance coping with “center of gravity”


Cycles of Research

Activity 1

Local Clubs

Summer School

Teaching Training

Middle Schools

Authoring Tool

Teaching Training

Local Clubs

Summer School

Authoring Tool v2

Other Events

DBR

GEM 1

Mobile Focus

AR focused

Mobile and AR

DBR

DBR

DBR

DBR

Initial Specifications

Pilot 1

Brainstorm 1

Brainstorm 2

Pilot 2

Technology development

1

Technology development

2

Curriculum development

intervention 1

intervention 2

intervention 3

Curriculum and Technology

development

DBR

DBR

DBR

DBR

mLearn2go

GeM

Lets GO


Toolkit

• Cycles and Spaces

• Common Language

• Open Standard Technologies

• Management of the innovation process

Theories & KnowledgeResearch

Educational innovations & ArtifactsPractice

CyclesSpaces

DBR

Common LanguageCommunication

Common LibrariesProduceable

TechnologyDesigners

Researchers

Users


Ending Thoughts

• Seamless learning landscapes - seamless design

• Classroom Orchestration

• m4action.com


Next Steps The International Conference of the Learning SciencesPalmer House Hilton Hotel, Chicago, IL, June 29 - July 2 2010 (Preconference June 28-29)

Three perspectives on technology support in inquiry learning: Personal inquiry, mobile collaboratories and emerging learning objects

http://icls2010workshop.collide.info

Coordinators: Astrid Wichmann ([email protected]), Daniel Spikol ([email protected])Stamatina Anastopoulou ([email protected]), & Heidy Maldonado (Stanford University)

Proposers: Ulrich Hoppe, Marcelo Milrad, Roy Pea, Ton de Jong, & Mike Sharples




mailto:[email protected]






The Team

Prof. Marcelo MilradArianit Kurti

Bato VogelMartin SvenssonOskar PetterssonDidac GilClaudio Alvarez*

* Catholic University of Chile

Magnus PerssonDavid JohanssonLars LorenzSadaf SalavatiKatrin LindwallEmil JohanssonRobert Frohlin


Partners Prof. Roy Pea

Heidy MaldonadoStanford University


Different Papers • Journal - Spikol, D., & Milrad, M. (2008). Physical Activities and Playful Learning Using Mobile Games.

Research and Practice in Technology Enhanced Learning. Special issue on Mobile and Ubiquitous Learning Environments. Vol:3 No: 3 pp.275- 295.

• BOOK Chapter - Spikol, D. (2010). Design Strategies for Developing Mobile Collaborative Learning PlatformsBook chapter in Digital Content Creation: Creativity, Competence, Critique, Edited by Kristen Drotner and Kim Christian Schrøder, Oxford, Peter Lang

• IEEE ICALT - Spikol, D., Milrad, M., Maldonado, H., & Pea, R. (2009). Integrating Co-Design Practices into the Development of Mobile Science Collaboratories. Proceedings of the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009) held on July 15-17, 2009 in Riga, Latvia.

• IEEE WMUTE 1 - Spikol D. & Elisasson,, J (2010) Lessons from Designing Geometry Learning Activities that Combine Mobile and 3D Tools, Proceedings of the 6th IEEE WMUTE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education WMUTE 2010 in Kaohsiung Taiwan

• COLLABTECH - Spikol, D., Milrad, M. Svensson, M., Pettersson, O. & Persson, M. (2008). Mobile Collaboration Tools and Systems to Support Ubiquitous Learning. Proceedings of the Fourth Annual Conference on Collaboration Technologies 2008, Wakayama, Japan August 30-31, 2008,

• IEEE WMUTE 2 Vogel, B., Spikol, D., Kurti, A, & Milrad, M., (2010) Integrating mobile, web and sensory technologies to support inquiry-based science learning Proceedings of the 6th IEEE WMUTE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education WMUTE 2010 in Kaohsiung Taiwan


thanks

[email protected]

Linnæus UniversitySchool of Computer Science, Physics and Mathematics

SE-351 95 Växjö, SWEDENwww.lnu.se

CeLeKTCenter for Learning and Knowledge Technologies

www.celekt.info




http://www.celekt.info

http://www.celekt.info

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