Two Examples of Design-based Research and the Development of Theory: Dr. Sasha Barab first describes the Inquiry Learning Forum as an example of the development
Beyond Open; #fslt12 MOOC Reflections Overview; This is my fifth in a sequence of six reflective blog posts on how I developed my teaching and learning practice and reflects on my practice in the noughties. I spent time running workshops in … Continue reading →
: In this article, the author discusses how she applied autoethnography in a study
of the design of hypermedia educational resources and shows how she addressed
problematic issues related to autoethnographic legitimacy and representation. The study
covered a 6-year period during which the practitioner’s perspective on the internal and
external factors influencing the creation of three hypermedia CD-ROMs contributed to
an emerging theory of design. The author highlights the interrelationship between
perception and reality as vital to qualitative approaches and encourages researchers to
investigate their reality more fully by practicing the art of autoethnography
In this paper I briefly describe autoethnography as a
practice which enables the researcher to act both as
researcher and participant constructing an understanding of
a social context and culture that focuses as much on what is
felt, heard, and experienced, as on what is seen
Brief description:
The EoR Design Framework can be used to help understand learner context and support the design of learner centred interventions and/or
technologies that fit contextual constraints and exploit available resources.
Context
The design framework employs a model of context as individual to the learner and created by a learner’s historically situated interactions with ecologies of resources; “context is dynamic and associated with connections between people, things, locations and events in a narrative that is driven by people’s intentionality and motivations. Technology can help to make these connections in an operational sense. People can help to make these connections have meaning for a learner” (Luckin 2010, p18).
Heutagogy, Emergent, Ambient (1) This is the first of three posts looking at developing the heutagogic qualities of the Open Context Model of Learning into the Emergent Learning Model and from that examining the possibilities of building an Ambient Learning City in Manchester. I start by looking at what Heutagogy might tell us about teaching…
Beyond Open; #fslt12 MOOC Reflections Overview; This is my fifth in a sequence of six reflective blog posts on how I developed my teaching and learning practice and reflects on my practice in the noughties. I spent time running workshops in … Continue reading →