מנחה: ד”ר ישי מור קוד כרטא: 315
Education, Design, Technology – synonyms, antonymes or complements?
Prof. Punya Mishra, Dr. Miri Shonfeld, Kibbutzim College of Education, Prof. Yael Kali, University of Haifa, Cecilia Waismann, MindCET, Yoel Rothschild, ORT Israel
Herbert Simon argued that to understand the human world we need to study design. In his words, “Everyone designs who devises courses of action aimed at changing existing situations into preferred ones”. Education, on the other hand, concerns changing minds: bringing about change in knowledge, beliefs, attitudes and competencies. With these definitions in mind, many argue for a perspective of education as designed learning, and the educator’s role as designer of learning, devising courses of action aimed at changing existing states of mind into desired ones. Conversely, others would argue that the essence of educational work is a clinical dialogue, where the educator constantly assesses learners’ state, adapts her actions in response, and monitors the effect of these actions towards the educational goals. Such a highly responsive and dynamical process is apparently antithetical to the predetermined nature of designed action.
This tension between the designed and the clinical perceptions of education is intensified by the presence of technology. Technology is in itself a product of design, and the effective integration of technology into education is a design challenge. Technology expands and enhances the possibilities available to educators, and opens up their design space. Technology can also enrich or constrain educators’ options in terms of improvising, orchestrating and responding in real time to learners.
This panel will explore the relations between education, design and technology both from the research and the practice perspective. In particular, we will consider the promise of design oriented partnerships between researchers, educators, teaching development bodies, and their respective institutions.
Participants
Dr. Punya Mishra is Associate Dean of Scholarship & Innovation and professor with joint appointments in the Mary Lou Fulton Teachers College and the Herberger Institute for Design and the Artsat Arizona State University. His research has focused on technology integration in teaching; the role of creativity and aesthetics in learning; and the application of design-based approaches to educational innovation.
Miri Shonfeld is the head of the Technology, Education, and Cultural Diversity (TEC) Center at Mofet Institute and a faculty member of the graduate program in Technology in Education at Kibbutzim College of Education in Tel-Aviv. Her research deals with online learning environments, collaborative work, intercultural links and faculty development.
Yael Kali is a professor of technology-enhanced learning at the Technologies in Education Graduate Program, Faculty of Education, University of Haifa, and the director of the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE), and the Taking Citizen Science to School (TCSS) research center. Using design-based research (DBR) and design-based implementation research (DBIR), Kali explores technology-enhanced learning and teaching at various contexts and age levels, from junior high school to higher education. Since 2012 Kali has been serving as an Associate Editor for the journal Instructional Science.
Dr. Cecilia Waismann is VP of Research and Development of MindCET EdTech Innovation Center. Expert on the development and adoption of entrepreneurial educational solutions for the digital learner based on emerging technologies.
Yoel Rothschild is the Deputy Director General and Head of Research, Development and Training Administration at ORT Israel
What is the value of taking a design perspective? What does it give us that other approaches don’t?
There are so many models of design – the engineering design model, the Stanford/Ideo model and more… (a) why are there so many?; and (b) How do we choose between one or the other?
What are the various ways in which the idea of design plays out in an educational context?
Is there really a dichotomy between design and (clinical) dialogue? Design Centric Research Practice Partnerships (DC-RPPs) as a venue for integrating different learning and organizational cultures – and… for promoting sustainable innovation in schools
Can we create mutualistic ecologies of learning, where various types of learners (scientists, designers, educational practitioners students) can all benefit from a partnership to promote knowledge/design? And What can we learn from the Citizen Science and the Makers movements on such ecologies?
(this is not a question or comment, but rather, an idea I recently learned about which I think is compelling when considering the overlapping areas of Education, Design, and Technology) – the notion of co-evolution of technology and society (Geels, 2005). That is, if we want to introduce a technological innovation within society, we need to take a multi-level perspective involving cultural, political, economic and behavioural changes that needs to take place. The change should be thought about as a socio-technological change. Here comes the question: What does this mean in terms of fostering innovation in schools?
It seems that your approach to education has changed in such a way that technology has a smaller place and not a large circle as in the TPACK model. Can you explain your philosophy about “Technology in Education”?