1. Towards an Interdisciplinary Design Science of Learning Mike Sharples Learning Sciences Research Institute University of Nottingham

5. Rich learning interactions in the traditional classroom Teacher led Simulation and role-play Collaborative New media Resource-based

6. What’s new: Not new learning, but new mediations, by personal and collaborative technologies, across contexts and cultures

11. Interdisciplinary science of learning Changing behaviour Neuroscience Behavioural science Enhancing skills Cognitive development Storing information Cognitive sciences Gaining knowledge Cognitive sciences Epistemology Making sense of the world Social sciences Socio-cultural and activity theory Interpreting reality in a different way Phenomenology

16. Systematic exploration of a design space L. Meshkat, M. Feather, S. Prusha, Decision & Risk Based Design Structures: Decision Support Needs for Conceptual, Concurrent Design

18. Socio-cognitive Engineering A scalable method for design-based learning research General requirements Theory of Use Design Concept Contextual Studies Task model Design space System specification Implementation Deployment Evaluation Sharples, M., Jeffery, N., du Boulay, J.B.H., Teather, D., Teather, B., and du Boulay, G.H. (2002) Socio-cognitive engineering: a methodology for the design of human-centred technology. European Journal of Operational Research 136, 2, pp. 310-323.

19. Socio-cognitive Engineering Example of use in the MOBIlearn project (www.mobilearn.org) General requirements Theory of Use Design Concept Contextual Studies Task model Design space System specification Implementation Deployment Evaluation Theory of learning for the mobile world OMAF design framework for mobile learning Lifecycle evaluation Studies of informal learning practices General requirements for a mobile learning platform M-learning task model MOBIlearn system Deployed in Uffizi Gallery, Nottingham Castle Museum

22. Three levels, in three stages, throughout the project Macro evaluation Meso evaluation Micro evaluation Specify requirements Design Implement Deploy Project development process Technology robust enough for evaluation of learning Service deployed long enough to assess impact

23. Example of global learning design project Social-constructivist theories of learning Theory and practice of 1:1 learning in classrooms Scenarios of successful classroom practice G1:1 global research network www.g1to1.org NCU Taiwan SRI, United States Group Scribbles software SRI International United States, Taiwan, Singapore, UK, Spain SceDer for orchestrating 1:1 classroom learning LSRI, United Kingdom SceDer for orchestrating 1:1 classroom learning Classroom evaluations Djanogly City Academy, UK Sharing of research findings CSCL workshop, Greece

26. SceDer authoring tool

27. SceDer/GS classroom tool

28. Classroom evaluation at Djanogly Academy, Nottingham

30. “ No longer can one community attempt to design TEL tools; communication and sharing of expertise amongst them is of paramount concern” Yishay Mor & Niall Winters (2007) Design Approaches to Technology-Enhanced Learning, Interactive Learning Environments , 15, 1, 2007, 61-75