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R. de-Groot, U. Hoppe, R. Hever, M. Krauß ICLS2008 June 23-28, 2008

Design Workshops as means to involve teachers and other end-users in the process of CSCL tool development. R. de-Groot, U. Hoppe, R. Hever, M. Krauß ICLS2008 June 23-28, 2008. Agenda. Introduction Models for Tech/Ped collaboration in tools design Technicians’ approach

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R. de-Groot, U. Hoppe, R. Hever, M. Krauß ICLS2008 June 23-28, 2008

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  1. Design Workshops as means to involve teachers and other end-users in the process of CSCL tool development R. de-Groot, U. Hoppe, R. Hever, M. Krauß ICLS2008 June 23-28, 2008

  2. Agenda • Introduction • Models for Tech/Ped collaboration in tools design • Technicians’ approach • The Argunauts’ model • Participating in mini visualization workshop • discussion • Hands-on experience with Argunaut, simulating another mini-design workshop (role play) • discussion • Mobile QOC environment for centralized classroom discussion • Summary and wrap-up

  3. Reuma De-Groot The Hebrew university, Jerusalem Matthias Krauß Fraunhofer instit. Ais, Germany ICLS2008 June 23-28, 2008 Models for Tech/Ped collaboration in tools design

  4. What is the challenge? Putting different perspectives and languages on board….

  5. Matthias slides • (see separate PPT)

  6. M18 release M23 release M30 release Sustainability of tools Requir. for moderarion Developing the architecture Cont. of devel. work Refinements of tools and architecture Sustainability and stability of the tools Tech work Design workshops Requir. for modere. Requir. for modere. Requir. for modere. Requir. for modera. Deployment Designing cases with existing tools Carrying cases in schools Second cycle of cases Third iteration Expanding the work with more teachers Continuation of work Ped. work M302 M24 M6 M33 M182 M12 M1 Final requirements Ped. requirements Tech input Cont. of experiments The role of the design workshop in Argunaut

  7. The Argunaut approach • Involving pedagogical researchers that clarify the (learning) practices beforehand.. (moderation, argumentation..) • Designing a quasi-experimental setting where these practices can be activated with the new tools • Evaluation • Providing new requirements

  8. The special role of pedagogical experts and teachers in the design of the Argunaut system Sketched by U. Hoppe

  9. Possible Results & procedures • Usability issues • Priority lists • Decision making on what should be elaborated and what should be excluded • Suggestions on how to proceed with certain features • More??

  10. Possible Question To what extent we develop new tool and (possible) new pedagogical practices in school setting, and how the answer to this question can be combined, in the context of a design workshop?

  11. “Ideas for products and (learning) practices…” Practices Tools

  12. Now to the hands-on part…

  13. Involving end users in the design process: key elements • Using concrete, real life scenarios - feature requests and guidelines in actual work situations (Prinz, Mark, & Pankoke-Babatz, 1998). • Creating a new, common language – Participatory design calls for synthesis of "diverse knowledges into ideas for products and work practices" (Muller 2002 p. 2).

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