October 2007 Volume 10 Number 4 - Educational Technology ...

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Competence Kick-off The competence kick-off was developed in an action research project together with a network organization consisting of SME in the automotive sector of Sweden. The design concept was developed together with a group of practitioners, and was a response to the fact that many of the participating practitioners expressed frustration over past experiences when having used external experts for introductions to new knowledge domains. The frustration related firstly to a mismatch between what was expected and what was delivered by the expert, or as expressed by one of the practitioners: “Most times the so called experts fail to give you what you really need. Either their talk is too basic or they are far to advanced” (HR Manager) Secondly, many of the practitioners stated that they often felt that the audience of an expert lecture or seminar was ill-prepared and consequently, it was often difficult to see that these activities left any trace in the organization. To address these shortcomings a design concept with six distinct activities were developed. The Competence Kick-Off genre is to some extent inspired by the pedagogical traditions of liberal adult education (Hawke, 1999), where “good conversations” in “learning circles” are central elements. In many cases, learning circles lacks the traditional teacher/expert. Instead participants are more or less equally novice to the subject, and goals and objectives are discussed among the participants, of which one act as a circle-leader or a moderator. In the first step the title of the competence kick-off is set and advertised in the network. Participants enrol, and an expert is contacted and contracted. After having studied some introductory material, the students gather for a moderated discussion seminar where the goals and knowledge levels of each participant is presented, discussed and negotiated resulting in a jointly agreed upon requirement specification that clearly states what themes and questions the expert should address. After negotiating the requirements with the expert, an interactive expert presentation is performed. Subsequently, the participants meet to evaluate and discuss the outcome, and how to proceed. Finally, the experiences are documented in a white-paper that could be distributed to other interested parties in the network . Figure 5. Mindmap tool for phase two of competence kick-off The Competence kick-off is at present being evaluated in three different settings with three different themes (“Digital Video” for a group of journalists, “Geographical Information Systems” for a network of public administrators, and “Organizational Culture” for SME managers). The evaluations have generated several implications for design regarding for instance online-templates for the requirement specification document and the white paper, as well as a mind-mapping tool for framing, deconstructing and prioritizing the theme (fig 5). The current synthesis of design implications for thecompetence kick-off genre is summarized in the genre framework of table 3. 45
Narrative Structure (Form) Content (Substance) Functionality (Medium) Conclusion Introducing The Theme A title is set for the circle, and an expert is contracted. Participants work with introductory material Introductory texts and/or video clips Table 3. Genre framework for Competence Kick-off Framing and Prioritizing Participants discuss & negotiate their objectives and needs. Thereby identifying & prioritizing core questions and themes Computer Conference System or Video Conference Graphical tool for mindmapping Requirement Spec. Document A formal document that is negotiated with the expert regulating content and goals for the expert presentation Collaborative authoring tool or Blog Expert Presentation Interactive seminar Streaming video suplemented with tool for synchronous text-communication De-Briefing Group discussions following up & evaluating the expert seminar. Threaded discussion forum or videoconference A jointly authored document describing the outcome of the competence kick-off. Intended also for sharing with non- participants. Collaborative authoring tool or Blog This paper wants to make a fairly simple point with respect to design of educational technology, innovation and dissemination of techno-pedagogical ideas need design concepts that can bridge the gap between highly abstracted IS design theories for learning and the situated nature of e-learning practices. We have presented concrete examples where techno-pedagogical design concepts, framed by the genre dimensions form, content and functionality, are instrumental to that effect. We think there are primarily two major merits from using a genre approach to e-learning design Firstly, we think that the structure dimension of a genre captures the inherently narrative property that is central for any educational design, and by viewing the design as a series of activities that unfolds as a narrative or a story we can capitalize on the communicative strengths of narratives that can be effective as agents for innovation and change (Bolin et al., 2006) Secondly, the interplay between structure, content and functionality has the potential of letting the designer work with an integrated design rationale rather than with separate design agendas for instruction and technology (Svensson & Östlund, 2005) To back-up these claims we are drawing from the experiences of the collaborative design work where the design concepts presented in this paper have been realised into systems and systems prototypes. These experiences and the evaluations of the systems further stresses that the genre framework functioned well as a tool for collaborative and multi-disciplinary design. Furthermore, given the fact that the Competence kick-off genre has been applied in three different contexts, with varying content and audience suggests that the level of abstraction of a techno-pedagogical genre makes it suitable for flexible translations. However, it is important to acknowledge that the proposed framework for techno-pedagogical genres does not replace the need for design theories for various learning contexts. Instead genres should be carefully developed in White Paper 46
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Page 3 and 4: Abstracting and Indexing Educationa
Page 5 and 6: The Relationship of Kolb Learning S
Page 7 and 8: a question about learning together
Page 9 and 10: affordances of networked learning s
Page 11 and 12: included a unit on collaborative le
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Page 15 and 16: • the numerous evaluation studies
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Page 19 and 20: usability studies have a place in t
Page 21 and 22: Milrad, M., & Jackskon, M. (2007).
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Page 25 and 26: Interactive Examination, the studen
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Page 29 and 30: content. Differences in the attitud
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Page 33 and 34: Olofsson, A. D. (2007). Participati
Page 35 and 36: Etzioni (1993) points out that an i
Page 37 and 38: programme. They are rather construc
Page 39 and 40: to be that each individual trainee
Page 41 and 42: Bernmark-Ottosson, A. (2005). Demok
Page 43 and 44: The Knowledge Foundation (2005). IT
Page 45 and 46: Figure 1. Design Theories in contex
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Page 49: Blog Reflection This design concept
Page 53 and 54: Löwgren, J., & Stolterman, E. (200
Page 55 and 56: critique, neither do the single ind
Page 57 and 58: suggested by Ljungberg (1999b) we c
Page 59 and 60: the del.icio.us site (see figure 3)
Page 61 and 62: Device cultures It is not only the
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Page 67 and 68: Milrad, M., & Spikol, D. (2007). An
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Page 75 and 76: As our work continues, we will try
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Page 79 and 80: Mobile mind map tool for stimulatin
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Page 83 and 84: Ericsson, K. A., & Simon, H. A. (19
Page 85 and 86: Al-A'ali, M. (2007). Implementation
Page 87 and 88: complex cognitive skills involve em
Page 89 and 90: Table 1. CAT and a linear mathemati
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distinguish between partial knowled
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esponse is identified, then the sco
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are stored in the answer record and
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2 (7) MNSQ = ∑WniZ ni ∑ Wni =
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in the course. A randomized block d
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To test whether ET can effectively
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course, more comparison tests could
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Fleischmann, K. R. (2007). Standard
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educational standards in practice t
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laboratory activities, which are bu
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process is currently a largely top-
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Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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evolution with computing technology
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Resources 0.55 0.72 e17 In my schoo
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teachers’ instructional evolution
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Regression models indicating relati
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of beliefs about integrating comput
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Sinko, M., & Lehtinen, E. (1999). T
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concept of social support. Lastly,
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Procedure Content analysis procedur
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and mice are out of order. I have t
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feature of supportive online groups
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Anderson, J., & Lee, A. (1995). Lit
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Schwab, R. L., Jackson, S. E., & Sc
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Investigating the problem An extens
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meets the anywhere, anytime require
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minimise housekeeping tasks and fre
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3. Join Group Discussion 4. Attend
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Figure 4. Learning Shell showing He
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engineering the Learning Shell so i
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Olfos, R., & Zulantay, H. (2007). R
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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