CfP: Exploring Design Practices and Methods for Novel Learning Technologies
Workshop on Exploring Design Practices and Methods for Novel Learning Technologies at ICALT2010. uly 5-7, 2010, Sousse, Tunisia
Call for papers
ICALT 2010, the 10th IEEE International Conference on Advanced Learning Technologies. July 5-7, 2010, Sousse, Tunisia
Workshop on Exploring Design Practices and Methods for Novel Learning Technologies
Chiara Rossitto, Daniel Spikol, Teresa Cerratto-Pargman, Monica Divitini
The use and adoption of portable technologies, mobile applications and related data services has become pervasive in the field of education. Such burgeoning, technological developments encourage the exploration of new geographies of learning, and fields such as mobile and technology-enhanced learning are emerging as well-defined research areas, with their own design agenda and pedagogical concerns (Kukulska-Hulme et al., 2005; Kelly et al., 2008; Sharples et al., 2007). Nevertheless, designing learning activities, and their supporting technologies, poses significant challenges emerging from the intertwinement of technological issues with pedagogical objectives and learning practices.
This workshop will explore how methods drawn from Interaction Design (ID) and HCI methodologies (Monk et al., 1995; Helander et al., 1997; Sears et al., 2003; Preece et al., 2007) could assist in designing mobile technologies for learning across various contexts (see also Vavoula et al., 2007). Whereas pedagogical theories do provide a set of tenets to frame and organize educational curricula, we believe that designing the related, supporting technologies should also be shaped by an understanding of the context wherein such artifacts will be used. In this regard, drawing on design research can help investigating the fabrics of real learning activities and the settings in which they are enacted. Such methods also draw attention to the importance of involving different stakeholders (teachers, learners, various education experts, but also administrators, etc.) throughout different phases of the design cycle - from understanding learning situations, to sketching technologies and evaluating them.
Furthermore, they assist design by bringing to the fore pedagogical, cultural and social issues related to learners' active engagement in real learning situations, rather than drawing on assumptions, or models, of what they might do with a particular technology.
For this workshop we invite contributions from heterogeneous backgrounds to explore methodological aspects concerning the design of technologies for mobile and technology-enhanced learning. The aim is to tackle methods and research issues that may arise when different disciplines merge together, as well as to focus on opportunities and challenges for design. Contributors may wish to address a range of topics including, but not restricted to:
Aspects related to the use of various methodologies for different design purposes. Different methods and techniques might be more suitable depending on the phase of the design cycle and on its particular objectives (i.e. investigating a particular learning setting, prototyping, evaluating and re-designing novel learning technologies, understanding how technologies are used and appropriated). On a methodological level, the challenge is to devise and adopt a set of methods that would allow analysis of learning practices across contexts and, to design technologies to be used at several places. We invite papers addressing the value of novel methods and techniques - map-drawing exercises, place walkthrough, diary keeping, collection of probes, user self-documenting techniques, sketching (Buxton, 2007), experience prototyping (Buchenau & Suri, 2000), and other human-centered design techniques.
Methods that might be suitable to understand learners' interactions with the technologies and general context where these interactions occur.
The range of formal and informal practices that might be significant for learning activities and experiences.
The balance and boundaries between design methodologies and pedagogical approaches to learning.
How to enable meaningful engagement with learning activities occurring at a number of different sites.
Conceptual frameworks that can assist the analysis and design of technological artifacts and services for mobile learning.
Design challenges for learning technologies meant to be used across locations (indoor versus outdoor) and settings (formal versus informal).
How the adoption of pedagogical theories can help devising techniques for involving learners as technology users.
Applicants should send a position paper of max 2 pages by Monday, March 1 to firstname.lastname@example.org
Notification of acceptance will be communicated by March 25. Accepted papers will be published on the conference proceedings.