Here are the slides I used for this session at ITaLI this afternoon.
Here are the slides I used for this session at ITaLI this afternoon.
Talk at ITaLI, University of Queensland, 7th November 2019
The following references are cited in the slides/talk. Slides themselves are here: Goodyear UQ 2019-Nov-07 condensed.
Bearman, M., & Ajjawi, R. (2019). Can a rubric do more than be transparent? Invitation as a new metaphor for assessment criteria. Studies in Higher Education, 1-10.
Beckman, K., Apps, T., Bennett, S., Dalgarno, B., Kennedy, G., & Lockyer, L. (2019). Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting. Studies in Higher Education, 1-15.
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university: what the student does (3rd ed.). Buckingham: Open University Press.
Carvalho, L., & Goodyear, P. (Eds.). (2014). The architecture of productive learning networks. New York: Routledge.
Ellis, R., & Goodyear, P. (2010). Students’ experiences of e-learning in higher education: the ecology of sustainable innovation. New York: RoutledgeFalmer.
Forbes, D., & Gedera, D. (2019). From confounded to common ground: Misunderstandings between tertiary teachers and students in online discussions. Australasian Journal of Educational Technology 35(4). doi:10.14742/ajet.3595
Goodyear, P. (2015). Teaching as design. HERDSA Review of Higher Education, 2, 27-50. Retrieved from http://www.herdsa.org.au/system/files/HERDSARHE2015v02p27.pdf
Hadwin, Allyson, and Philip Winne. 2012. “Promoting Learning Skills in Undergraduate Students.” In Enhancing the Quality of Learning, edited by John R. Kirby and Michael J. Lawson, 201–27. New York: Cambridge University Press
Krippendorff, K. (2006). The semantic turn: a new foundation for design. Boca Raton FL: CRC Press.
Laurillard, D., Kennedy, E., Charlton, P., Wild, J., & Dimakopoulos, D. (2018). Using technology to develop teachers as designers of TEL: Evaluating the learning designer. British Journal of Educational technology, 49(6), 1044-1058. doi:10.1111/bjet.12697
Shuell, T. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411-436.
Suchman, L. (1987). Plans and situated actions: the problem of human-machine communication. Cambridge: Cambridge University Press.
Sun, S. Y. H., & Goodyear, P. (2019). Social co-configuration in online language learning. Australasian Journal of Educational Technology, 36(2), 13-26. doi:https://doi.org/10.14742/ajet.5102
Wisner, A. (1995a). Understanding problem building: ergonomic work analysis. Ergonomics, 38(3), 595-605.
Wisner, A. (1995b). Situated cognition and action: implications for ergonomic work analysis and anthropotechnology. Ergonomics, 38(8), 1542-1557.
The Sydney Business School ACAD video (3 mins) is here: https://player.vimeo.com/video/302378219
This (5MB) pdf file contains copies of slides, notes and further references for a talk on this topic in Melbourne, March 20th 2019
After a long wait, our paper on “Instrumental Genesis in the Design Studio” has just been published in the International Journal of Computer-Supported Collaborative Learning. For those without a library subscription, there’s free but read-only access here.
The theory of Instrumental Genesis (IG) accounts for the mutual evolution of artefacts and their uses, for specific purposes in specific environments. IG has been used in Computer-Supported Collaborative Learning (CSCL) to explain how instruments are generated through the interactions of learners, teachers and artefacts in ‘downstream’ classroom activities. This paper addresses the neglected ‘upstream’ activities of CSCL design, where teachers, educational designers and educational technologists use CSCL design artefacts in specific design-for-learning situations. The paper shows how the IG approach can be used to follow artefacts and ideas back and forth on the CSCL design and implementation pathway. It demonstrates ways of tracing dynamic relations between artefacts and their uses across the whole complex of instrument-mediated activity implicated in learning and design. This has implications for understanding the communicability of design ideas and informing the iterative improvement of designs and designing for CSCL
The slides and notes for my lecture at the Deakin University Learning and Teaching conference last week – Thriving in higher education: how does good design help? – can be found here.
On the day after the lecture, Lina Markauskaite and I led two workshops.
Morning: Assessment as boundary work: between the discipline and the profession
Summary: This workshop is for academics, learning designers and academic leaders who work with developing assessment tasks across the spectrum of work integrated learning initiatives. Participants are asked to come with an assessment task that they have used, or plan to use, for students preparing for, or reflecting on, a work placement, practicum or simulated work experience. The workshop will explore how these types of assessment tasks create a dialogue at the boundary between academic discipline knowledge and the reflexive knowledge of a skilled practitioner. Peter and Lina will draw on their recent work on epistemic fluency to introduce the workshop. They have analysed a range of assessment task designs in a variety of professional education contexts to try to identify the multiple forms of knowledge and ways of knowing with which students have to become fluent in preparing for professional practice. Many aspects of professional work involve the creation of new understandings – such as in inter-professional dialogues or client consultations. Often this epistemic work goes unnoticed, though sometimes it involves conscious problem-solving and innovation. The workshop will be a hands-on investigation of how these ideas about epistemic fluency, knowledge work and actionable knowledge can be applied in designing better assessment tasks.
Afternoon: Working in the third space: how do we explain and strengthen what we do?
Summary: ‘Design for learning’ is still not a widely or deeply understood concept in universities, even though most universities employ a variety of people with titles like “Learning designer”.
The capabilities that underpin good design work are rarely articulated and have little institutional visibility. This workshop is for learning designers, academics and academic leaders who need to explain the role of design in learning and teaching. The workshop will explore the following questions: How do we articulate what we have to offer in and through design? How can we further strengthen the university’s design capabilities – given what we can see about the future of learning and teaching and new insights emerging from research across the learning sciences?
Some of these issues are being pursued, at a national level, in the ascilite TELedvisors SIG.
Here are slides & notes from my presentation at the 50th anniversary celebration for the Dept of Educational Research at Lancaster University, 22nd Sept 2017.
Here’s a link to the slides for my ALTC keynote. In the notes you will also find additional comments, ideas, references and recommendations for further reading.
Here are some papers associated with the themes of my recent podcast interview with Jason Lodge and Mollie Dollinger.
Teaching as design (Goodyear 2015)
In medias res: reframing design for learning (Goodyear & Dimitriadis 2013)
I received a request for this paper earlier today. It started life as a keynote at the Networked Learning conference in Lancaster in 2006. Maria Zenios visited us in Sydney later that year, and we were able to work together and develop a more extensive treatment of the issues. We used a recent paper in BJES by Effie MacLellan as a springboard. We combined ideas from Stellan Ohlsson, Allan Collins, Dave Perkins and Carl Bereiter to introduce epistemic tasks, forms, games and fluency. Then we linked this with research on learning through discussion by Helen Askell-Williams and Michael Lawson and by Rob Ellis and myself, to distinguish between weaker and stronger forms of collaborative knowledge building. If you’re serious about helping students prepare for work in complex knowledge creating jobs, then you need the stronger form.
I hadn’t reread this paper for a while, and I think it still stands up quite well. As of today, it’s had 87 citations, not all of them by me. I’m also glad to see that research on learning through discussion in higher education has been growing in the last 10 years. The literature was quite thin in 2006/7.
In 2008, Lina Markauskaite and I wrote a grant proposal that allowed us to do some of the ‘cognitive anthropology’ hinted at in this paper. The outcomes, and a much richer understanding of matters that were only sketched in the BJES paper, can be found in our ‘magnum opus’ – Markauskaite, L., & Goodyear, P. (2017). Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge. Dordrecht: Springer.