ברכות לפרופ' יעל קלי על מתן הרצאת מפתח בכנס ICLS 2016

נשלח 23 ביוני 2016, 0:52 על ידי קרן ארידור   [ עודכן 25 ביוני 2016, 21:01 ]
ברכות חמות לפרופ' יעל קלי, ראש המגמה לטכנולוגיות בחינוך וראש מרכז המצויינות ICORE-Links, על מתן הרצאת מפתח מרתקת ומעוררת השראה בכנס הבינלאומי ה-12 של מדעי הלמידה (ICLS 2016). הכנס התמקד ב- Transforming Learning, Empowering Learners
הרצאתה של יעל עסקה ב: Transformative Learning in Design Research: The Story Behind the Scenes. 

קהל הנוכחים הגיב באהדה רבה להרצאה ולצורך שבהעמקת השיח בנושא. בין התגובות להרצאה, תגובתו של פרופ' אריק המילטון, מהחוקרים המובילים בתחום מדעי הלמידה:

"I am sure you have had an abundance of positive feedback from the talk you gave yesterday.  It was one of the best, most richly layered and thoughtful, most effectively delivered keynotes I have ever heard.  Please know you did the ICLS community - and the learners it serves - a great service yesterday."
תקציר ההרצאה:

Transformative Learning in Design Research: The Story Behind the Scenes

Design research, from its inception and until today, when it constitutes a leading method in the learning sciences, has sought to explore how learning is shaped by design. Of particular interest has been the type of learning known as transformative, one that results not so much in the recognition of new facts about matters under study as in a reorganization of the ways of looking at, and thinking about, those matters. Yet, whereas the design research literature is full of reports about transformative learning of students, much less attention is paid to transformative learning frequently experienced in parallel by the researchers themselves. The focus of this talk is on those unplanned, often surprising ways in which researchers arrive at insights that revolutionize their thinking about the phenomena they investigate. As illustrated by the few cases in which researchers did write on the winding roads they travelled to arrive at those insights, reflective analyses of our own learning can become quite useful for other researchers, and in those instances in which we conduct our studies in collaborative partnerships with teachers and school leaders, it can also be of great value to practitioners and, eventually, to their students.

In this presentation I introduce the term Design Researchers' Transformative Learning (DRTL) and create a conceptual framework for studying, and reporting about, the phenomenon it signifies. The main tenet of this framework is that design research provides a fertile ground for transformative learning among those who conduct it. This kind of learning happens due to two types of processes that are inherent to design research: (a) boundary crossing in teacher-researcher partnerships, and (b) blending analytical and creative mindsets. I illustrate the use of the DRTL framework by analyzing two case-study design research projects portraying these types of processes. In sum, I suggest to expand the dual-focus view of design research, which includes developing theory and promoting design knowledge and practice, to a triple-focus view that includes DRTL processes as well. Embracing DRTL as a third focus of design research will require the community of the learning sciences to consider alternative means for sharing and publishing design research.



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