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Information about design for learning
Design

Published on March 25, 2009

Author: liuz

Source: slideshare.net

Description

a model for learning design
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a D E S I G N S PA C E f o r I N T E R G E N E R AT I O N A L LEARNING ENVIRONMENTS University of Siena (IT), University of Liege (BE), Futurelab and CER (UK), University of Barcelona (ES), CAMPOROSSO (BE), University of Bucharest (RO) Giulio Toccafondi | University of Siena (IT)

Summary 1- Issues 2 - Vision for Intergenerational Learning (IGL) 3- How to design for Intergenerational Learning 4- A design space for learning 5 - Research approach Making IGL designable 6 - Vignette 7 - Conclusions

Issues

The European demographic is changing. By 2005 European countries had nine of the top ten highest median ages in national populations © 2008 Enrico Benassi

The European demographic is changing. By 2005 European countries had nine of the top ten highest median ages in national populations Older people are becoming healthier than in the past. They plan on being active members of society living life to the full. This will disclose new scenarios and opportunities for the design of educational activities.

In the changing social fabric of Europe one of the big assets to the deploying of lifelong learning trajectories is intergenerational learning. CC 2008 Ed Luschei

Although ICT may be present in the The emphasis placed on the virtual scene, there is still a lack of consolidated properties of ICT has often obliterated knowledge on its role to enhance (or to the important role played by physical undermine) intergenerational learning spaces processes and the deriving social dynamics.

CC 2008 Alatryste The increased development of a ‘youth culture’ with a life of its own and the emergence of NML (New Millennium Learners) is seen as evidence of the widening gap between young and old. There is a real need for keeping generation connected

Vision of Inter Generational Learning Giulio Toccafondi | University of Siena

The Puente idea of intergenerational learning is a mutual co-constructed endeavour in which people of different ages mutually engage in shared activities, create values, tangible outcomes and authentic experiences. CC 2008 Pierre Marcel

How to Design for Intergenerational Learning? Giulio Toccafondi | University of Siena

Professions and Teaching The way in which we conceptualize professional activities affects the way in which we design curricula Giulio Toccafondi | University of Siena

technical rationalism separation of: MEANS from ENDS RESEARCH from PRACTICE KNOWING from DOING Schon, A.Donald (1983) the epistemology of technical rationalism affected teaching in: a direct way and an indirect way

direct influence “what teaching teaches” According to the epistemology of technical rationalism: professions apply abstract principles to concrete situations are legitimized by bounded scientific domains. teaching general principles is the more productive way to introduce young generations to professional practices.

indirect influence “how teaching teaches” Teaching is itself a profession: it has always sought scientific legitimization. In the technical rationalism view, teaching endorsed universal principles according to which humans learn and applied such principles in practice teaching assumed a world of independent individuals who quot;acquirequot; knowledge according to universal principles

teaching general principles is the more productive way to introduce young generations to professional practices. Three decades of theoretical discussion and research centered on constructivism, constructionism, culturalism and the situated-ness of learning transformed this assumption. (Bruner, Papert, Lave, Resnick, Eckert, Wenger...) “Situated approaches to learning revalue the idiosyncratic: the concrete, the local, and the personal”(Ackermann, 2001) Giulio Toccafondi | University of Siena

The re-conceptualization of the scientific principles underpinning teaching changes “what teaching teaches”

The re-conceptualization of the scientific principles underpinning teaching changes “what teaching teaches” The object of teaching is not knowledge (a set of general principles): it is the activity of meaning making Giulio Toccafondi | University of Siena

The re-conceptualization of professions converges on the local, on the idiosyncratic.... on the personal, on the 2.0! And it is changing “how teaching teaches”

The re-conceptualization of professions converges on the local, on the idiosyncratic.... on the personal, on the 2.0! And it is changing “how teaching teaches” The model defining of professions is shifting from a “push” model to a “pull” model. (John Hagel , John S. Brown, 2005).

THE PUSH MODEL Professional activities are based on the anticipation of needs and on the planning of objectives. Professions take advantage from a model designed to “push” resources in advance to areas of highest anticipated need. it seeks to dictate the actions people must take in situations according to centralized and pre-scheduled activities

THE PULL MODEL The “pull” model is based on a productive relation with uncertainty. Uncertainty is necessary for the creation of meaning and for the definition of aims. It relies on the availability of resources and on the individuals’ ability to “read” the situation collaboratively, define the aim and creatively configure the resources available.

design ng learning teaching as a profession is experimenting a variety of tools and practices. In our research we have tried to expand formal education through the definition of a design space Giulio Toccafondi | University of Siena

A design space for learning Giulio Toccafondi | University of Siena

A DESIGN SPACE FOR LEARNING learning activity anticipation co-construction learning needs and opportunities similarities diversities Giulio Toccafondi | University of Siena

A DESIGN SPACE FOR LEARNING learning activity lesson plan anticipation co-construction learning needs and opportunities lesson plan similarities diversities Giulio Toccafondi | University of Siena

A DESIGN SPACE FOR LEARNING learning activity anticipation co-construction learning needs and opportunities similarities diversities Giulio Toccafondi | University of Siena

A DESIGN SPACE FOR LEARNING anticipation co-construction • find relevant learning resources • learning strategies to manipulate such resources • the iterative movement is the core of the learning endeavour • making the learning experience re-settable not just repeatable similarities diversities

A DESIGN SPACE FOR LEARNING similarities anticipation co-construction diversities Giulio Toccafondi | University of Siena

DESIGN INTERGENERATIONAL LEARNING ENVIRONMENTS The main focus of the PUENTE project is intergenerational learning in informal learning contexts and the exploration of conditions allowing for the transferability of IGL into formal learning sector To explore ways in which ICT can mediate or hinder Intergenerational Learning To provide guidelines for the design of learning environments in which young and old can grow in connection To understand the conditions for transferring the design methods and the conceptual model to formal learning settings

A DESIGN SPACE FOR LEARNING similarities anticipation co-construction intergenerational learning diversities Giulio Toccafondi | University of Siena

A DESIGN SPACE FOR LEARNING similarities sedimented designable practice activity anticipation co-construction designable hot action activity diversities Giulio Toccafondi | University of Siena

A DESIGN SPACE FOR LEARNING similarities intergenerational learning anticipation co-construction diversities + Giulio Toccafondi | University of Siena

Research Approach Making IGL Designable Giulio Toccafondi | University of Siena

FIELDWORK & CO-DESIGN

Case Studies We applied case study methodology and we conducted 5 sets of action research covering 9 settings in 6 countries. FIELDWORK

Case Studies We applied case study methodology, and we conducted 5 sets of action research covering 9 settings in 6 countries.

Case Studies We applied case study methodology, and we conducted 5 sets of action research covering 9 sites in 5 countries. CoDesign we have organized codesign sessions, in each site, aiming at actively involve end-users and organizers in the design of IGL scenarios.

UK(Bristol) methodology, and(Liege) 5 sets of action research BE we conducted UK (Wales) We applied case study covering 9 settings in 6 countries. UK (Wales) IT(Siena) IT(Siena) IT(Siena) ES (Barcelona) RO (Calarasi)

image-territory Windmill Music Band City-Farm workshops UK (wales) UK (wales) IT Menai Bridge Contrada Astronomy for All Museum ScientificIT Family Workshop Divulgation Council of the Wise

Adopting a holistic approach, we compared the features of the 9 sites local cases undertaken by the PUENTE partners, identifying the critical elements of the different cases that appeared as essential features of intergenerational learning scenarios.

Such critical elements have been polarized and then categorized in 4 clusters which describe the dimensions that makes Intergenerational learning designable

Teaching and Learning Culture Social System Mediation Experience Such critical elements have been polarized and then categorized in 4 clusters which describe the dimensions that makes Intergenerational learning designable

The clusters combine to provide four dimensions to set the level of design of intergenerational learning activities. The four dimensions are interconnected.

The local resources for IGL embodied in the social fabric - arts&crafts, architectonic spaces, natural resources, implicit and explicit knowledge. Social design task: identifying the learning resources sharable and relevant to the System participants and to the stakeholders Teaching The management and the organization of the partaking in the learning activities Learning design task: define the learning objectives and extend the consolidated teaching and learning culture Culture The form of the activity and how it is structured by means of tools (e.g storytelling ) how the resources are transformed Mediation design task: define the tools and the activities to make the learning objectives reachable The emotional aspect of learning it concerns the identity construction and identity adaptation design task: allow the participants to express and interiorize the objectives at Experential their pace

image-territory Windmill Music Band City-Farm workshops UK (wales) UK (wales) IT Menai Bridge Contrada Astronomy for All Museum ScientificIT Family Workshop Divulgation Council of the Wise

vignette from cultural spaces to outer space and back to formal learning

Contrada Neighbourhood identity in Sienna Intergenerational learning through the sharing of a space: seniors and juniors share the same place and its values The city of Siena is divided into contrade (neighbourhoods), each of which has its own identity, traditions and recreational activities, which are passed down through the generations. Members of the older generation were teaching the young ones how to make the decorations of a tabernacle. We observed the way that the knowledge was shared between the generations. .

Astronomy for All Under the Same Sky Intergenerational learning through the sharing of the scientific methods for observing stars the Siena Astronomers Association aims at making the scientific exploration of the stars accessible to all generations through the use of projection of star-maps and the reconstruction of constellation shape on the ground by wearing light sticks

Scientific Divulgation Discovering different narration of stars enabling the students in discriminating between the scientific narration and everyday narration on stars For the activity, groups of pupils recorded interviews with people aged from 3 to 70 years about what the stars meant to them. The pupils then prepared an exhibition, which was open to the public, based on the comparison of the views of children, older citizens and astronomers. Thus the pupils were “scientific ethnographers.”

Conclusions

A DESIGN SPACE FOR LEARNING similarities sedimented designable practice activity anticipation co-construction designable hot action activity diversities Giulio Toccafondi | University of Siena

A DESIGN SPACE FOR LEARNING formal learning similarities informal learning anticipation co-construction diversities thick experience informal learning

A DESIGN SPACE FOR LEARNING formal learning similarities informal learning intergenerational learning anticipation co-construction diversities thick experience informal learning

A DESIGN SPACE FOR LEARNING formal learning similarities informal learning requirements formalization of anticipation co-construction for evaluation learning objectives diversities thick experience informal learning

IGL and the education for New Millennium Learners (OECD,2007) requires a different approach to learning based also on creativity and design methods. A design stance can enhance teaching by making it more effective in navigating new seas. A way to expand curricula is co- construction of design dimensions via similarities. Giulio Toccafondi | University of Siena

Design for Intergenerational learning expands the borders of curricula to the social environments not always connected to schools. Design methods can make learning more dynamic and connect thick experience with informal and formal learning The design space proposed by Puente has a role in generating creativity in learning. Giulio Toccafondi | University of Siena

Thanks for your attention! Giulio Toccafondi | University of Siena

www.puente.it

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