- Copy of the abstract;
- Embedded version of the presentation;
(Download the updated Powerpoint original for the full animated glory)
- Pointers to the relevant github repositories;
- References used in the presentation; and,
- Attributions for the CC images in the presentation.
Higher education is being challenged to improve the quality of learning and teaching while at the same time dealing with challenges such as reduced funding and increasing complexity. Design for learning has been proposed as one way to address this challenge, but a question remains around how to sustainably harness all the diverse knowledge required for effective design for digital learning. This paper proposes some initial design principles embodied in the idea of Context-Appropriate Scaffolding Assemblages (CASA) as one potential answer. These principles arose out of prior theory and work, contemporary digital learning practices and the early cycles of an Action Design Research process that developed two digital ensemble artefacts for 7 courses (units, subjects) and in less than a year been used in over 60 sites. Experience with this approach suggests it can successfully increase the level of design knowledge embedded in digital learning experiences, identify and address shortcomings with current practice, and have a positive impact on the quality of the learning environment.
Slideshare doesn’t support animation, so some impact missing (especially slide 63’s animated GIF). One solution is to download the original Powerpoint file (which has also been updated).
Code and github repositories
Aitchison, C., Harper, R., Mirriahi, N., & Guerin, C. (2019). Tensions for educational developers in the digital university: Developing the person, developing the product. Higher Education Research & Development, 0(0), 1–14. https://doi.org/10.1080/07294360.2019.1663155
Arthur, W. B. (2009). The Nature of Technology: what it is and how it evolves. New York, USA: Free Press.
Behnke, J. (2018). Content editor HTML vs. PDF? Retrieved February 24, 2019, from Blackboard Community website: https://community.blackboard.com/thread/6523-content-editor-html-vs-pdf
Bennett, S., Agostinho, S., & Lockyer, L. (2017). The process of designing for learning: understanding university teachers’ design work. Educational Technology Research & Development, 65(1), 125–145. https://doi.org/10.1007/s11423-016-9469-y
DeLanda, M. (2006). A New Philosophy of Society: Assemblage Theory and Social Complexity. A&C Black.
Dimitriadis, Y., & Goodyear, P. (2013). Forward-oriented design for learning : illustrating the approach. Research in Learning Technology, 21, 1–13.
Ellis, R. A., & Goodyear, P. (2019). The Education Ecology of Universities: Integrating Learning, Strategy and the Academy. Routledge.
Fischer, G., & Girgensohn, A. (1990). End-user Modifiability in Design Environments. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 183–192. https://doi.org/10.1145/97243.97272
Goodyear, P. (2015). Teaching As Design. HERDSA Review of Higher Education, 2, 27–59.
Greeno, G. J. (2005). Learning in Activity. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 79–96). https://doi.org/10.1017/CBO9780511816833.007
Introna, L. (2013). Epilogue: Performativity and the Becoming of Sociomaterial Assemblages. In F.-X. de Vaujany & N. Mitev (Eds.), Materiality and Space: Organizations, Artefacts and Practices (pp. 330–342).
Mathes, J. (2019). Global quality in online, open, flexible and technology enhanced education: An analysis of strengths, weaknesses, opportunities and threats. Retrieved from International Council for Open and Distance Education website: https://www.icde.org/knowledge-hub/report-global-quality-in-online-education
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Mor, Y., Craft, B., & Maina, M. (2015). Introduction – Learning Design: Definitions, Current Issues and Grand Challenges. In M. Maina, B. Craft, & Y. Mor (Eds.), The Art & Science of Learning Design (pp. ix–xxvi). Rotterdam: Sense Publishers.
Nanard, M., Nanard, J., & Kahn, P. (1998). Pushing Reuse in Hypermedia Design: Golden Rules, Design Patterns and Constructive Templates. 11–20. ACM.
Roberts, J. (2018). Future and changing roles of staff in distance education: A study to identify training and professional development needs. Distance Education, 39(1), 37–53. https://doi.org/10.1080/01587919.2017.1419818
Ryan, T., French, S., & Kennedy, G. (2019). Beyond the Iron Triangle: Improving the quality of teaching and learning at scale. Studies in Higher Education, 0(0), 1–12. https://doi.org/10.1080/03075079.2019.1679763
Sein, M. K., Henfridsson, O., Purao, S., & Rossi, M. (2011). Action Design Research. MIS Quarterly, 35(1), 37–56.
Sun, S. Y. H. (2017). Design for CALL – possible synergies between CALL and design for learning. Computer Assisted Language Learning, 30(6), 575–599. https://doi.org/10.1080/09588221.2017.1329216
Zittrain, J. (2008). The Future of the Internet–And How to Stop It. Yale University Press.
Warning on the French Cigarettes Pack
By The original uploader was Arolga at English Wikipedia.
(Original text: Encyclopedia of Cigarettes) – http://www.cigarettespedia.com/index.php/B_Basic_%28Fine_Flavor%29_KS-30-H_%28grey%29_-_France_and_Germany, CC BY-SA 3.0, Link