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Exploring the Design Science Research Process as an approach to addressing Digital Fluency for Academic staff at Open University of T anzania. Brenda Mallinson. 24-25 June 2014. Design Science Research explored -.
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Exploring theDesign Science Research Processas an approach to addressingDigital Fluency for Academic staff atOpen University of Tanzania Brenda Mallinson 24-25 June 2014
Design Science Research explored - • Research Paradigm in which a designer answers questions relevant to human problems via the creation of innovative artifacts, thereby contributing new knowledge to the body of scientific literature. The designed artifact/s are both useful and fundamental in understanding that problem. • Principle: Knowledge and understanding of a design problem and its solution are acquired in the building and application of an artifact. Hevner & Chatterjee (2010)
People, Practices & Problems Johannesson & Perjons (2012) uses addresses perceives
Problem Identification • OER Africa support for Open Uni Tanzania (OUT) • Aug 2013: took stock of progress & identified current needs • Areas requiring support identified: • Review and update of a variety of OUT institutional policies • Further enhancement of the OUT Digital Library Portal • Address challenges in moving from print based to digital culture with the ODL context
Solution Objectives Guidance / Capacity Development for Academic Staff • Advancing General Digital Competencies • Developing Specific Digital Competencies in a range of areas to be identified In order to facilitate: • Guidance to students to access and use supplementary materials • Enhancement of blended and online teaching and learning • Promotion of student engagement and interaction in the Distance Education context • Efficiencies in working with the new OUT administrative paperless environment • Working with Open Educational Resources to change pedagogical practices
Design and Development Artefact to be produced: • ‘Digital Fluency’ course for Academics • Five modules identified: • Digital Literacy Fundamentals • Academic Integrity • Storage and Access of Digital Resources • Working with OERs • Learning Design and Development for Online Delivery How? • Model shared educational beliefs in conceptualising, designing, developing, piloting and implementing the course • Used Learning Design 7C’s OERs (UL & OU UK) to workshop the modules’ design
Evaluation • For each module: • Set up Evaluation Metrics for pilots • Gather &Analyse Feedback from Facilitators & Students • Revise Communication • Publish as an OER • Release whole course & modules using CC license • Disseminate via appropriate portals & fora • Share reflexive research via scholarly open access publication
References • Hevner, A. and Chatterjee, S. (2010). Design research in Information Systems, Integrated Series in Information Systems 22 • Johannesson, P. and Perjons, E. (2012). A Design Science Primer, CreateSpace • Mallinson, B. (2013a). ‘OUT Next Steps Elaborated - September 2013’. OER Africa / Saide. • Mallinson, B. (2013b). ‘OUT Trip Report - October 2013’. OER Africa / Saide. • Mallinson, B. (2014). ‘Project plan for the OUT OER Digital Fluency course – April 2014’. OER Africa / Saide. • Peffers, K., Tuunanen, T., Gengler, C., Rossi, M., Hui, W., Virtanen, V. and Bragge, J., (2006). ‘The Design Science Research Process: A Model for Producing and Presenting Information Systems Research’. In: Proceedings of the first international conference on design science research in information systems and technology. (DESRIST). Claremont, CA.: CGU, pp.83-106. • University of Leicester (2012). ‘The 7Cs of Learning Design Toolkit’.Institute of Learning Innovation. [online] [Accessed 17 Apr. 2014]. Available at: http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
Thank You! Brenda Mallinson brendam@saide.org.za Slideshare - http://www.slideshare.net/brenda6 This work is licensed under a Creative Commons Attribution 4.0 Unported License.