Technology as the ‘normal’ result of good design in lan - PowerPoint Presentation

Slide1

Technology as the ‘normal’ result of good design in language learning and teaching

Prof. dr. Jozef Colpaert27 May 2016Tweet @JozefColpaertSlide2

Thanks!

Henri De Braekeleer. 1872. Antwerp CathedralSlide3

Star(t)ing point 1How do

you determine which technologies to use, when, where, how and why?Slide4

WarningSome statements in this

presentation may be perceived as provocative and may cause irritation and even frustration.This speaker is not responsible for possible side effects like goose bumps, peak blood pressure, stomach burn or headache.More than

one attendee will probably say:Slide5

Star(t)ing point 2Do

you consider your daily teaching as research?Slide6

Teachers feel …… they should use technology for ‘some’ reason

… pressured by:peersstudentssuperiorsresearcherscompaniestechies…Slide7

They feel…… they should use words like:flipped classrooms

virtual learning environments digital pedagogy blended learningBYODMOOCsdigital natives serious gamesbig data21st century skillsProblem: pervasive terms, persuasive language use & blurred ontologiesSlide8

Educational

technologySlide9

No

technology carries

an

inherent,

measurable

and

generalizable

effect

on

learning

.Slide10

Ecological paradigm shift

No technology (in extenso educational artefact) carries an inherent, measurable and generalizable effect on learning.This effect can only come from the entire learning environment as an ecology.The learning environment = collection

of interacting componentsSlide11

P

rocess-oriented paradigm shiftThe eventual learning effect of the LE is proportional to the designedness of the LEDesignedness = the extent to which it has been designed in a methodological and systematic wayDesign research focuses on a common methodology but leads to polymorphous results. Consequences for research and evaluation: it’s not about the product, it’s

the process!Slide12

Why do planes fly?Slide13

Why do planes fly ?Slide14

Pull paradigm shiftTraditional approach:

technology, and in extenso other educational artefacts, have an effect on learning, on the brain (push-model)A methodological design process creates a demand for / entails the need for specific educational artefacts (pull-model)

Case of technology: consequence of the design process = specification of

needed

functionalities

w

hich

technologies

afford

which

functionalities

?Slide15

Psychological paradigm shiftFocus on personal goals is a more efficient way to achieve pedagogical goalsCOLPAERT,

Jozef. “Elicitation of language learners’ personal goals as design concepts.” Innovation in Language Learning and Teaching. Vol. 4, No 3, November 2010, 259-274. Taylor and Francis.Between Self-Determination Theory and Dörnyei’s L2 SELF modelSlide16

Approaches to ICT integration

A technology-driven approach promotes the use of a technology based on its innovative features. A demand-based approach simply responds to needs mentioned by teachers and students.An affordances-based approach looks at perceived new activities for language learning and teaching. An acceptance-oriented approach focuses on the mental acceptance of a technology e.g. perceived usefulness versus ease of use. A motivational

approach looks into how technologies can help to satisfy universal or individual psychological needs. An attribute-based approach analyses

cognitive aspects such as the processing of visual, auditory and textual information.

A

pedagogy-based

approach

starts

from a pedagogical theory such as socio-constructivism in order to justify the choice for and integration of a specific technology

.

An

educational engineering

approachSlide17

EducationEducation = “l’art

du possible”by its very nature, education can and will never be perfectlack of time and resources often prevent us from duly implementing the required changesany change, even the most justifiable one, entails some kind of resistance, often from stakeholders we misjudgethere is not enough knowledge available in terms of substantiated findings which would enable us to improve education, solve problems or design solutions in a systematic, methodological and justifiable way. So how can we build knowledge?Slide18

Overview DD as EE approach

1. Educational Engineering (EE)2. Distributed Design (DD) as EE approach3. The Distributed Design (DD) Model4. The role and shape of educational technology5. EE as Research MethodSlide19

EngineeringWhat is engineering exactly ?Slide20

Engineering

Wikipedia: “Engineering is the discipline, skill, and profession of acquiring and applying scientific, economic, social, and practical knowledge, in order to design and build structures, machines, devices, systems, materials and processes.”B.V. Koen. 1985. Definition of the Engineering Method. “By the engineering method I mean the strategy for causing the best change in a poorly understood or uncertain situation within the available resources.” (p.5)

 strategy to apply when not enough knowledge is availableSlide21

Engineering approachstages, e.g.:A

nalysisDesignDevelopmentImplementationEvaluationlifecycles: intermediate loopsabout hypothesis building & validating

e

i

d

d

a

v1

v2

v3

v4Slide22

Educational

EngineeringEE is about building best possible (optimal) educational artefacts documents, tools, content, concepts, models and solutions such as textbooks, syllabi, lesson plans, curricula, graded readers, exercises, tests, applications or electronic learning platforms …Artefact = construct, working hypothesis built on theory and practicereal-world hypothesis testingless/no iterative prototypingSlide23

Overview DD as EE approach

1. Educational Engineering (EE)2. Distributed Design (DD) as EE approach3. The Distributed Design (DD) Model4. The role and shape of educational technology5. EE as Research MethodSlide24

Distributed Design Hypotheses:the engineering approach itself

is a hypothesisthe ‘distributed’ hypothesisParadigm shifts:The ecological paradigm shiftThe process-oriented paradigm shiftThe ‘pull’-driven paradigm shiftThe psychological paradigm shiftWorking hypotheses:ontological specificationgeneric contentSlide25

Overview DD as EE approach

1. Educational Engineering (EE)2. Distributed Design (DD) as EE approach3. The Distributed Design (DD) Model4. The role and shape of educational technology5. EE as Research MethodSlide26

The Distributed Design Model

Analysis

Development

Implementation

Evaluation

conceptualization

specification

prototyping

Design

Theory

TechnologySlide27

Distributed DesignAnalysisDesignConceptualisation

SpecificationPrototypingDevelopmentImplementationEvaluation27Slide28

Analysis

LOCALDIFFERENTIALLearnerMotivated versus not-motivated learnersTeacherTeachers afraid of technologyOther agentsLearning model

Teaching modelEvaluation model

Content

ICT

Infrastructure

Classrooms

too

small

28

p

lain

= aspect

cannot

change

italic= aspect

can

change

bold

= aspect

should

changeSlide29

Distributed DesignAnalysisDesign

ConceptualisationSpecificationPrototypingDevelopmentImplementationEvaluation29Slide30

DesignInput: output from Analysis stageStages:

conceptualizationspecification prototypingOutput: concept creates requirements forcontentpedagogy: learning, teaching, evaluation modeltechnology: functionalities needed for interaction architectureOnly applies to optimal learning

environmentSlide31

Distributed DesignAnalysisDesignConceptualisation

SpecificationPrototypingDevelopmentImplementationEvaluation31Slide32

SpecificationDetailed

description of what needs to be changed / created:Pedagogical specificationContent specificationArchitectural specificationTechnological specificationCan only be done with knowledge (

cfr TPACK):pedagogicalcontenttechnologicalSlide33

Architecture

teacherlearnercontent

c

o-

learner

teacher

learner

content

c

o-

learner

c

lassroom

wallSlide34

Technological

specificationNeed for functionalities created by design process:create a document together synchronously & asynchronouslyshow the opinion of students on-the-flyadd subtitles to

video fragmentsadd interactive exercises and

tests

to

a course

self-evaluation

peerfeedback

…Slide35

Distributed DesignAnalysisDesignConceptualisation

SpecificationPrototypingDevelopmentImplementationEvaluation35Slide36

Overview DD as EE approach

1. Educational Engineering (EE)2. Distributed Design (DD) as EE approach3. The Distributed Design (DD) Model4. The role and shape of educational technology5. EE as Research MethodSlide37

Role and shape of ed. tech.

Added_value(ICT) = match (affordances(ICT), requirements (LE))Adapt / use dedicated / non-dedicated / (re)design & developDesign & develop: system object modelscontentTransdisciplinary approachSlide38

Overview DD as EE approach

1. Educational Engineering (EE)2. Distributed Design (DD) as EE approach3. The Distributed Design (DD) Model4. The role and shape of educational technology5. EE as Research MethodSlide39

EE as research methodEmpirical and theoretical validation of hypotheses

Hypotheses:Ecological ProcessPull-drivenPsychological …Slide40

MeasurementHypothesis validation: ∆ (outcome

, expected outcome)Aspects amenable to improvement identified during Analysis phase (learner, teacher, content, technology, pedagogy, infrastructure …)Process indicators: cost, speed, self-efficacy, efficiency, …Product indicators: face value, sustainability, accessibility, acceptability, price, quality, teacher support, …Ultimate goal: learning

effect not measured through EEconversely: does

it

make

any

sense

to

measure

learning

effect without engineering ?Slide41

EE as research methodDifferent from DBR & AR:

real worldresponsibilitygradual, iterativecyclic, stagedmethodologicalhypothesisanalysis of the process (cfr. DD)no measurementSlide42

Conclusion EE is a staged, cyclic and

iterative instructional design model.Holistic <> discreteEE formulates hypotheses at every loop, based on previous experience and checked with available theories.DD is an EE approach based on four paradigm shifts:Any

learning effect can only come from the entire

LE

This

effect is

proportional

to

the

designedness

of the LE

Design

creates

the

need

for

artefacts such as ICTFocus on personal goals firstSlide43

ConsequencesIt does not make sense to

measure the effect of technology“When we give proper weight to local conditions, any generalization is a working hypothesis, not a conclusion.” (Cronbach, 1975: 125)It does not make sense to evaluate a product on the basis of its featuresEvaluating = redesigningYou can/should decide for yourselves which technologies to use, why, how,

when and whereWith the same process

, but different context, the

outcome

will

by

definition

be

different

Neither

technology

nor

pedagogy

should come first in designwww.openlearning.orgSlide44

You

are invited …Conferences:EuroCALL, Cyprus, 24 - 27 August 2016ICCE 2016, India, 28 November – 2 December 2016XVIIIth International CALL Research Conference, US, 5 - 7 July 2017LinkedIn Group Computer Assisted Language Learning Twitter: @JozefColpaertFacebookwww.jozefcolpaert.net