Resumé
The current paper reports from a case study of a school in Denmark where teachers and students aged 6 – 14 was involved in developing and testing new forms of teaching technology enhanced innovation as part of the establishment of a so-called EduTechLab on the school. The EduTechLab was established in new facilities on the school and contained learning technologies such as NAO robots, sensor kits and 3D visualization and printing facilities. The goal of the EduTech project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this was to involve students in innovative design processes for students to experiment with their own design solutions to case problems.
The project was organized as an interaction between workshops where teachers was introduced to learning technologies and innovation process tools, and interventions where goals and learning designs were tested in classes. The first phase of the project that was followed by the authors of this paper lasted half year and involved 15 teachers (Foreign languages, mathematics, physics, chemistry and mother tongue language) and 40, children. Video observations were conducted of workshops and interventions in classes and qualitative interviews were conducted with teachers and students.
The results presented in the paper shows that integrating learning technology into innovation education changes teacher roles and enhance student’s roles as co-designers of the learning environment and activities. We observed how the planned process and activities initially defined and controlled by teachers gradually was changed during the process due to collaboration between students and teachers. The student design processes thus gradually changed from teacher directed to an open experimenting for where students co-defined processes, technologies and design goals. These processes were partly caused by teachers changed experiences of student’s ability to handle complex design processes involving new technology. It was also observed how less technical savvy teachers changed roles from an instructor role to co-developer due to the collaboration with students on solving technical difficulties with the learning technology. In the paper it is discussed how these changed roles is an integrated part of working with knowledge production processes in school in and ever changing landscape of new technologies and how co-designer roles can be integrated in innovation education.
| Originalsprog | Engelsk |
|---|---|
| Titel | Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014 |
| Redaktører | Rikke Ørngreen, Karin Levinsen |
| Antal sider | 9 |
| Vol/bind | 13 |
| Udgivelses sted | UK |
| Forlag | Academic Conferences and Publishing International |
| Publikationsdato | okt. 2014 |
| Sider | 321-329 |
| ISBN (Trykt) | 978-1-910309-67-4 |
| Status | Udgivet - okt. 2014 |
| Begivenhed | ECEL2014: The 13th European Conference on e-Learning - AAU København, Danmark Varighed: 30 okt. 2014 → 31 okt. 2014 Konferencens nummer: 13 |
Konference
| Konference | ECEL2014 |
|---|---|
| Nummer | 13 |
| Lokation | AAU København |
| Land | Danmark |
| Periode | 30/10/2014 → 31/10/2014 |
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Students as Learning Designers in Innovation Education. / Magnussen, Rikke; Sørensen, Birgitte Holm.
Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014. red. / Rikke Ørngreen; Karin Levinsen. Bind 13 UK : Academic Conferences and Publishing International, 2014. s. 321-329.Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review
TY - GEN
T1 - Students as Learning Designers in Innovation Education
AU - Magnussen, Rikke
AU - Sørensen, Birgitte Holm
PY - 2014/10
Y1 - 2014/10
N2 - This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the EduTechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case problems. The project was organised as a series of workshops and teacher intervention in classes, where teachers were introduced to learning technologies and innovation process tools, and afterwards tested technologies and learning designs were tested in classes. Two researchers and two students followed the first six-month phase of the project, which involved 25 teachers (foreign languages, mathematics, physics, chemistry and Danish) and 40 children. Video observations were conducted of workshops and interventions in class, while qualitative interviews were conducted with teachers and students. Our results suggest that integrating learning technology into innovation education changes teacher roles and enhances the students’ role as co-designers of the learning environment and activities. We observed how the planned process and activities, initially defined and controlled by teachers, gradually changed during the process due to the collaboration that took place between the students and teachers. The student design process thus steadily changed from being teacher directed to open experimentation, where students co-defined processes, technologies and design goals. The impetus for these processes was partly the fact that the teachers changed their approach after experiencing how well the students handled complex design processes involving new technology. This paper discusses how these changed roles are an integrated part of working with knowledge production processes in schools in an ever-changing landscape of new technologies and how co-designer roles can be integrated in innovation education.
AB - This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the EduTechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case problems. The project was organised as a series of workshops and teacher intervention in classes, where teachers were introduced to learning technologies and innovation process tools, and afterwards tested technologies and learning designs were tested in classes. Two researchers and two students followed the first six-month phase of the project, which involved 25 teachers (foreign languages, mathematics, physics, chemistry and Danish) and 40 children. Video observations were conducted of workshops and interventions in class, while qualitative interviews were conducted with teachers and students. Our results suggest that integrating learning technology into innovation education changes teacher roles and enhances the students’ role as co-designers of the learning environment and activities. We observed how the planned process and activities, initially defined and controlled by teachers, gradually changed during the process due to the collaboration that took place between the students and teachers. The student design process thus steadily changed from being teacher directed to open experimentation, where students co-defined processes, technologies and design goals. The impetus for these processes was partly the fact that the teachers changed their approach after experiencing how well the students handled complex design processes involving new technology. This paper discusses how these changed roles are an integrated part of working with knowledge production processes in schools in an ever-changing landscape of new technologies and how co-designer roles can be integrated in innovation education.
KW - Innovation
KW - Design for learning
KW - students as learning designers
KW - Science education
M3 - Article in proceeding
SN - 978-1-910309-67-4
VL - 13
SP - 321
EP - 329
BT - Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014
A2 - Ørngreen, Rikke
A2 - Levinsen, Karin
PB - Academic Conferences and Publishing International
CY - UK
ER -