Yishay Mor

learning; design; technology; research

The term ‘hybrid learning space’ (HLS) is loosely used to describe a fusion of learning opportunities and teaching approaches that span physical and virtual spaces. This paper outlines ongoing work to define the contemporary ‘hybridised space’ and build a pattern language that offers reusable design solutions to the challenges of delivering learnin...

This paper outlines the development of a pattern language for design solutions to the emerging challenges of delivering learning and teaching in a hybridised setting. The term 'hybrid learning spaces' has become commonplace in recent years and has been loosely used to describe a fusion of learning opportunities and teaching approaches that span phy...

This paper reports on ongoing research aimed at characterizing a signature pedagogy (Shulman, 2005) of technology-enhanced task-based language teaching (TETBLT). To achieve this goal, we initially identified 15 pedagogical principles and practices distinctive of TETBLT. This initial set of principles and practices were motivated by second language...

The chapters of this book provide a broad and deep perspective of the state of Hybrid Learning Spaces (HLS) and the emerging ethical, pedagogical, administrative, architectural and technological issues. Nevertheless-many readers might find themselves wondering what the concrete implications of these insights are, in the short, medium and long term....

This report presents the results of a workshop on Hybrid Learning Spaces (HLS), held in Delft in the Netherlands as part of the EC-TEL conference. A group of experts gathered to exchange their work on various aspects of hybrid learning spaces. During the first half of the workshop we used the format of a writers' workshop for discussing each contri...

This paper presents a review of an evaluation process aimed at examining the assessment methodology and practices in IIEP on-line courses. The paper summarizes the evaluation methodology, and how these were combined to mine existing patterns in the courses, and to research other existing patterns that could be adapted to service the goals and to pr...

This special section is published at a pivotal time. Over the last months, COVID‐19 has changed so many lives in so many ways. Obviously, we are not qualified to consider the broader implications of the current events. But in terms of educational technology, we are witnessing a seismic shift. All over the world, in a matter of days, hybrid educatio...

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper p...

This chapter proposes a framework for networked learning in, for, and with the world at mode 3 universities. First, a theoretical overview of the configuration and development of the mode 1 university (the ivory tower), mode 2 university (the factory), and the mode 3 university (the network) is provided. Second, the framework for the networking mod...

Several decades of research and development have produced a rich ecology of technologies designed to support active, collaborative constructionist pedagogical practices. Nevertheless, many teachers are reluctant to use these technologies in their teaching or fail to devise learning designs which leverage their qualities. We argue that this tension...

Many current authors point toward the heightening of networked individualism and how this affects community creation and engagement. This trend poses strong challenges to the potential beneficial effects of collective intelligence. Education is one of the realms that can strongly suffer from this globalized individualism. Learning is deeply enhance...

Even though they may never describe themselves in such terms, teachers have always been designers of learning experiences, whether‘performing’in the lecture theatre and classroom or writing handouts, syllabi or textbooks. Acting in the rather stable learn-ing ecosystem of the classrooms and lecture halls of the past, there was no need to reflect up...

Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet university teachers are not always trained in assessment strategies and their underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increase...

In this paper, we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a Participatory Pattern Workshop to move from (kernel) theories via Design Princi...

For the last two years we have been running a series of successful MOOC design workshops. These workshops build on previous work in learning design and MOOC design patterns. The aim of these workshops is to aid practitioners in defining and conceptualising educational innovations (predominantly, but not exclusively MOOCs) which are based on an empa...

Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and...

MOOCs have established themselves as a significant feature in the educational landscape. Some effective practices and sustainable models are now emerging, despite initial criticisms, particularly around progression and completion figures. However, strong pedagogical models and good practices are still lacking. The MOOC Design Patterns project (Warb...

Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased se...

This paper proposes a methodology which attempts to address the barriers to the development of successful educational design research through a process which identifies gaps in current practices and devises innovations to target them. Educational design research assumes an ambitious position: a dual commitment to understand and contribute to both t...

Technology-rich learning environments generate rich streams of data pertaining to students’ and teachers’ actions and their outcomes. This data can be harnessed by teachers to monitor and improve their practice, but new methods and tools are needed that (1) help teachers to harness and interpret this data, and subsequently, (2) incorporate it into...

Community platforms and repositories enable educators to share and reuse Learning Design solutions (resources, activities, patterns, courses, etc.) The Integrated Learning Design Environment (ILDE) is a community platform that integrates Learning Design tools allowing not only sharing but also (co-)editing designs of resources and activities and th...

This paper proposes a framework which attempts to address the barriers to the development of successful educational design research through a process which identifies gaps in current practices and devises innovations to target them. Educational design research assumes an ambitious position: a dual commitment to understand and contribute to both the...

The Share.TEC project (Sharing Digital Resources in the Teacher Education Community, 2008-2011, http://www.share-tec.eu - funded by the European Commission as part of the eContentplus Program) aimed to empower the European teacher education community by promoting the projects which made digital content (OER and copyright materials) more accessible...

The contributions for this Special Collection on ‘Ideas in Mobile Learning’ expand on the trends explored in the successful ‘Bristol Ideas in Mobile Learning Symposium’ which ran on the 6th and 7th March, 2014 (see Cloudworks, 2014; BIML, 2014). Four papers in this Special Issue are expanded versions of presentations at the Bristol Symposium. Taken...

A design pattern approach, in the form of participatory pattern workshops, has been used to explore the design approaches that experts in the field of online learning have used to develop and deliver Massive Open Online Courses (MOOCs). Over the course of 3 intensive workshops a total of 20 design patterns were developed from shared narratives of s...

In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the feld of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive a...

Important aspects of assessments in education are that they are fair and relevant for the targeted learning outcomes. Patterns as descriptions of tested ways can help university teachers with reaching these goals, as these teachers are often not trained in these specific aspects of education. The patterns on fair assessments presented in this paper...

Assessment is one of the most important areas in education yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes. While these are honorable goals, the principles do not state how to achieve them. This is where patterns come to th...

In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Princip...

We live in an era defined by a wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. The provision of knowledge, once a primary role of educators, is now devolved to an immense web of free and readily accessible sources. Consequently, educators need to redefine their role not ju...

Pedagogies based on active and collaborative learning approaches have been recognised as both effective and engaging in online course settings. However, implementing such pedagogies poses challenges for instructors in terms of educational design, orchestration and assessment. These challenges are multiplied with increasing scale, and could become c...

Over the last few years there has been a growing concern regarding the lack of qualified workers to fill out the increasing number of job vacancies, particularly in the ITC sector worldwide. Against the backdrop of rampant youth unemployment in Europe, the demand for ICT skilled employees is on the raise whilst the number of graduates with computer...

Active and collaborative pedagogies have been recognised as effective and engaging in many areas. At the same time, implementing such pedagogies poses challenges for educators in terms of educational design, orchestration and assessment. These challenges are multiplied with scale, and thus could become catastrophic in massive learning situations. T...

Recent years have seen a growing recognition of the value of positioning teaching as a design science. In this context, we see a great potential in the possible synergy between educational design, learning analytics and teacher inquiry. This synergy is demonstrated in the form of Computer Supported Curriculum Analysis, Design and Evaluation for Sci...

This special issue deals with three areas. Learning design is the practice of devising effective learning experiences aimed at achieving defined educational objectives in a given context. Teacher inquiry is an approach to professional development and capacity building in education in which teachers study their own and their peers' practice. Learnin...

A critical role for Learning Design is to improve education but we need to first ask ourselves: what is the role of education? Dewey (1938/2007) argues that it is to provide experiences that promote growth. Not just in the course of the experience itself, but in setting up the conditions for further growth through future experiences. It is within t...

Recently, Massive Open Online Courses (MOOCs) have been proposed as relevant instruments for professional development. This paper reports on two editions of the HANDSON MOOC for teacher professional devel‐ opment. The MOOCs use the Learning Design Studio methodology as a peda‐ gogical framework, the Integrated Learning Design Environment (ILDE) as...

A critical role for Learning Design is to improve education, but we need to first ask ourselves: what is the role of education? Dewey (1938/2007) argues that it is to provide experiences that promote growth. Not just in the course of the experience itself, but in setting up the conditions for further growth through future experiences.

This paper motivates and describes a workshop proposal for TEEM'14. The proposed workshop is aimed at participants interested in having a first contact with "learning design practices" for teaching planning. Such practices advocate the use of reflection, conceptualization and authoring scaffolds (that also include purpose-specific ICT tools) for ma...

http://www.networkedlearningconference.org.uk/abstracts/gros_symposium.htm In order to promote pedagogically informed use of technology, educators need to develop an active, inquisitive, design-oriented mind-set. Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations yet widespread adoption by the practitioner...

Autobiographical records of learner experiences in Massive Open Online Courses (MOOCs) are ubiquitous; however, collaborative autoethnographic approaches are less common. Using group reflection within the same online, open, participatory approach and media as characterises MOOCs, this paper explores the experience of participation, learner views of...

http://openeducationeuropa.eu/en/article/Towards-Teacher-led-Design-Inquiry-of-Learning?paper=134810 This paper proposes "teacher-led design inquiry of learning" as a new model of educational practice and professional development. This model combines four existing models. It integrates teacher inquiry into student learning, learning design, and Le...

Potential collaborators need to know about each others’ skills and abilities in order to consider collaborating on a task or to complete a certain task. The aim of this pattern is to baseline skills among potential partners before a task is approached together.

In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negat...

Available from http://www.lkl.ac.uk/kscope/weblabs/papers/Thinking_in_process.pdf

In order to enable a culture of critical, informed and reflective design practice we need a linguistic framework for communicating design knowledge: the knowledge of the characteristic features of a domain of practice, the challenges which inhabit it, and the established methods of resolving them. Such an infrastructure must “serve two masters”; on...

Recently we are urged to transform education into an evidence based profession, and promote scientific standards or practice. These calls are not new – they seem to emerge every few years. We do not argue with their goal, but we contend that the suitable frame of reference is the paradigm of design science, rather than the common metaphor of medica...

This poster introduces the first version of an integrated model of three traditions of re- search in TEL: Teacher Inquiry into Student Learning (TISL) [1], Learning Design (LD) [2] and Learning Analytics (LA) [3]. The integrated model, is based on four existing models: TISL Heart Model [4], Design Inquiry Model [2], Scenario Design Process Model [5...

This paper presents and compares a variety of approaches that have been developed to guide the decision making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al, this issue), devoted to existing tools to support the same process, it aims to provide a view on relevant research results in this field. Th...

The learning design approach, or as some prefer, ‘‘designing for learning’’ (Beetham and Sharpe 2013; Laurillard 2012) stems from the conviction that education is not merely a craft of delivering packaged knowledge. The role of the educator is to create the conditions for learners to learn, by providing them with the motivation for learning, the ac...

The learning design studio is a collaborative, blended, project-based framework for training teachers in effective and evidence-based use of educational technology. Arguably, teachers are the primary change agents in any educational system. Several decades of research have produced an extensive body of scientific knowledge of effective ways to use...

The Share.TEC project (Sharing Digital Resources in the Teacher Education Community, 2008-2011, http://www.share-tec.eu - funded by the European Commission as part of the eContentplus Program) aimed to empower the European teacher education community by promoting the projects which made digital content (OER and copyright materials) more accessible...

In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has been done that discusses the phenomenon in detail or that examines its potential for learning, in a balanced fashio...

In order to promote pedagogically informed use technology, educators need to develop an active, inquisitive, design-oriented mindset (Laurillard, 2008). Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations (Goodyear et al., 2006) yet widespread adoption by the practitioner community remains a challenge. Over s...

The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD). Addressing this, th...

This new series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at http://...

The mounting wealth of open and readily available information and the swift evolution of social, mobile and creative technologies warrant a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This need is being addressed by a growing trend of research in Learning Design. Responding to this trend, the...

Mobile learning is a young and vibrant field of research and practice. Teaching a university course on mobile learning is a challenge: how do you connect the theories and case studies to students experience, and make them relevant for their educational practice? This paper reports on one such course which was conducted using a Learning Design Studi...

This paper discusses two recent graduate courses in educational technology, and contrasts them with previous work in the context of Participatory Pattern Workshops (Mor, Winters, and Warburton, 2010). Both courses were based on a design studio model, where students worked in teams and were asked to identify an educational challenge and address it u...

This paper provides a brief introduction to design-based research in education, its rationale and principles. It then highlights some of the challenges in reporting on design research, and proposes design narratives as a suitable form to address these challenges. Design narratives are characterized as a form of scientific discourse, and guidelines...

This paper presents findings from the JISC funded project ‘Scoping a vision for formative e- assessment (FEASST)’. The project was motivated by the increasing recognition of the importance of formative assessment and the need to identify effective strategies for incorporating it into e- learning. We were particularly interested in the human-centric...

This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project...

This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project ‘Scoping a vision of formative e-assessment’, namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories...