Learning across generations: The role of technology and design research
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The document discusses the importance of intergenerational learning and the role of technology and design research in addressing the challenges of an aging population in Europe. It highlights the need for new educational approaches to foster collaboration and understanding between generations, enhance life skills, and leverage the capabilities of technology. Additionally, it critiques current educational research methods and emphasizes a design-based framework that prioritizes practical outcomes and participant collaboration.
Learning across generations: The role of technology and design research
- 1. Learning across generations: The role of technology and design research Charalambos Vrasidas Executive Director, CARDET Professor and Associate Dean for e-learning, University of Nicosia www.vrasidas.com www.cardet.org pambos@cardet.org
- 4. From 4 working-age people to 2 for every person aged 65+… “… The demographic old-age dependency ratio set to nearly double over the long-term…”
- 5. Intergenerational learning • Contributes to the policy areas of community cohesion, community safety, health, and well-being by – bringing together different generations through meaningful activities and interactions, – increasing understanding between generations, breaking down stereotypes and providing positive role models, and – preventing anti-social behaviour and challenge perceptions (Schuller, 2010).
- 8. • Society more connected but conflict rife • World changing, education must too • New literacies needed for society of tomorrow • Learning throughout life in a complex and changing world http://unesdoc.unesco.org/images/0023/002325/232555e.pdf
- 9. Life Skills Collaboration Communication Empathy Reflection Resilience Problem Solving Global Citizenship Critical Thinking Creativity
- 10. Important Developments in Educational Technology in European Schools (2014)
- 11. Horizon Report Europe: 2014
- 13. Characteristics of ICT • Personalized • Access • Collaboration • Immediacy • Connections • Communication • Presence • Support
- 15. All Together Now • Producing short, first-person narratives that can be presented in a variety of traditional and social media formats • Provide non-threatening production environments in which the process of creation is valued as much as the stories created • Story making and story distribution services that prioritize the power of individual voices
- 16. BIG FOOT • Mountain regions in Europe are centers of traditional cultural and natural diversity. • Migration of the younger population towards urban • Bridge this gap by establishing intergenerational learning and by valuating the skills and knowledge of the older generation of locals • Regional sustainable development. • Preservation of cultural heritage.
- 17. Media and Learning Debate • It is the medium that impacts learning? • It is the method? • It is the combination? • It is the technology design aspect? • What is it?
- 18. Black Box Theory Age, SES, gender, family, friends, health, context, food, emotions, ethnicity, etc.
- 20. Students who do not use computers in math lessons score highest in mathematics 450 460 470 480 490 500 510 520 -2 -1 0 1 2 Scorepoints Index of computer use in mathematics lessons Source: Figure 6.7 Paper-based mathematics Computer-based mathematics Highest score OECD average
- 21. Students who do not use computers in math lessons score highest in mathematics • What kind of computers? • What kind of software? • What level math? • What kinds of problems? • How are scores measured? • What instructional method is used? • How is feedback provided? • What other factors might influence learning? • How is learning measured?
- 22. DESIGN RESEARCH
- 24. • “… uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools— instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.”
- 25. Criticism of Education Research • Jargon terminology • Driven by interests • Placing heavy emphasis on positivist aims • Published in areas that very few can access • Not presenting usable results • Not connected to practice • Lack of in-depth discussion and practical recommendations
- 27. “Design thinking can be described as a discipline that uses the designer’s sensibility and methods to match people’s needs with what is technologically feasible” (Kelley)
- 29. Characteristics of Design Thinking • Creative process • Human centered • Situated and contextualized • Culture and people roles (not with ICT) • A participatory system
- 30. Design thinking as a framework encourages us to act as LEARNING ARCHITECTS
- 31. Educational Design Research • Educational design research aims to advance research, design, and practice • Researchers and participants collaborate to design, implement, evaluate, and revise interventions with the aim of advancing both practical and theoretical knowledge. • Produce usable knowledge. • The researchers often times assume the designer role as well, highlighting a formative, participatory and reflective approach to knowledge generation. • The iterative nature of education design research in real world contexts among researchers and practitioners is an important aspect of the approach – (Design-Based Research Collective, 2003; McKenney & Reeves, 2012).
- 32. Iterative design research McKenny 2001
- 33. CASE STUDIES
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- 38. EAThink2015 – eat local, think global