David Ashe | The University of Sydney (original) (raw)
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Book Chapters by David Ashe
In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 168-180).
Papers by David Ashe
The Art & Science of Learning Design, 2015
A good repertoire of methods for analysing and sharing ideas about existing designs can make a us... more A good repertoire of methods for analysing and sharing ideas about existing designs can make a useful contribution to improving the quality and efficiency of educational design work. Just as architects can improve their practice by studying historic and contemporary buildings, so people who design to help people learn can get better at what they do by understanding the designs of others.
Learning by design (LBD) has a long association with learning about complex environmental systems... more Learning by design (LBD) has a long association with learning about complex environmental systems. This investigation traces the development of ideas within a group of five students engaged in a collaborative design process. Tasked with the design of an online educational resource, about a waterway of local significance, this group was one of three for which multiple streams of data (audio and video) were collected. Ideas central to the progression of their design were identified and represented visually over time, showing the impact of each group member and the facilitator, and discourse was coded according to the content code of the CPACS scheme. Four phases of design were identified and Markov-transition diagrams of the content were interrogated. This paper makes a contribution to our knowledge of the phases of design evident during LBD tasks, which could have implications for the design and management of such projects in the future.
In this study we explored the nature and types of knowledge that university teachers draw upon wh... more In this study we explored the nature and types of knowledge that university teachers draw upon when they are making decisions related to the use of Information and Communication Technology (ICT) in their courses. The data were obtained using a „think aloud‟ protocol. Shulman‟s (1987) and Mishra & Koehler‟s (2006) frameworks were used as an initial basis to classify teachers‟ knowledge. The mental resource perspective was adopted as a general lens to obtain an insight into the nature of teachers‟ knowledge. The results showed that teachers‟ decisions were based on different types of knowledge. When teachers planned to use ICT in their courses, they combined different knowledge types with context-specific experiences and projected situated actions. In this paper we illustrate three qualities of teachers‟ knowledge that underpinned core teachers‟ planning decisions: a) the linking role of pedagogical knowledge; b) relational nature of teachers‟ design thinking; and c) the experiential ...
This conceptual paper considers how the TPACK (technological, pedagogical and content knowledge) ... more This conceptual paper considers how the TPACK (technological, pedagogical and content knowledge) framework (Mishra & Koehler, 2006) can be used to gain an understanding of technology use in teaching and learning. For technology to enhance traditional teaching ...
School texts have become more readable and geared towards students being able to make sense of da... more School texts have become more readable and geared towards students being able to make sense of data to understand science (Brown, 1965; Walpole, 1999). This trend is continuing with the advancement of the teaching of science by inquiry. The US National Research Council outlines the essence of inquiry science: Learning science is something that students do, not something that is done to them. 'Hands-on' activities, while essential, are not enough. Students must have 'minds-on' experiences as well. (National Research Council, 1996, p. 2) Bybee, Powell, and Trowbridge (2007) summarise an inquiry approach and posit that students should be allowed to generate creative ideas, analyse observed data, generate and test solutions, and be able to challenge ideas of others. 2.1.1 Classroom practice The teaching of science in Australia is underpinned by the idea of 'inquiry'. That is, students are encouraged to develop inquiry skills and to be able to apply those skills to draw their own conclusions based on evidence. The Australian National Curriculum includes inquiry in its aims of science education: Science aims to ensure that students develop an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions. (ACARA, 2012a, p. 344) This idea of inquiry is also reflected in other countries' curricula, such as in the England's Primary National Curriculum and the US National Research Council's report on inquiry in science education (Olson & Loucks-Horsley, 2000). The Ruddock 10 the United States need to look into science professional development and teacher education programs and ask, Is our emphasis on 'inquiry' unintentionally obscuring the importance of understanding science ideas? (Roth & Garnier, 2006, p. 22) Classroom practice does not appear to be reflecting the desired goals of the curricula designers; inquiry is either not incorporated into lessons, or becomes so overemphasized that the 'science' can become obscured. 2.1.2 Investigations and canonical inquiry While proper implementation of inquiry as a pedagogical approach might not be widespread, there is certainly a trend for the use of a pedagogy aimed at enabling students to build their own knowledge; teachers are incorporating various kinds of investigations into their classroom practice (Andrée & Lager-Nyqvist, 2013;
The complex interaction of tool use (both physical and digital) in face-to-face collaborative lea... more The complex interaction of tool use (both physical and digital) in face-to-face collaborative learning situations, and the role that these tools play in facilitating group work is increasingly important as tools for learning become more sophisticated and specialized. In this paper, a group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway. They carried out this design work in The Design Studio at the University of Sydney, using an iPad projected onto a whiteboard wall. Multiple streams of data were collected, visualized and analyzed, which allowed the overall patterns of tool use for all members of the group to be identified in relation to the development of their design. Two patterns of tool use are identified and analyzed according to the practice of sketching identified in other fields of design.
American Behavioral Scientist, 2013
Abstract The ability to capture large amounts of data that describe the interactions of learners ... more Abstract The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will be of most interest in a specific learning context and how to process, visualize, and analyze large amounts of data requires the use of analytical tools that adequately ...
In Lucila Carvalho, Peter Goodyear (Eds.), The architecture of productive learning networks, (pp. 168-180).
The Art & Science of Learning Design, 2015
A good repertoire of methods for analysing and sharing ideas about existing designs can make a us... more A good repertoire of methods for analysing and sharing ideas about existing designs can make a useful contribution to improving the quality and efficiency of educational design work. Just as architects can improve their practice by studying historic and contemporary buildings, so people who design to help people learn can get better at what they do by understanding the designs of others.
Learning by design (LBD) has a long association with learning about complex environmental systems... more Learning by design (LBD) has a long association with learning about complex environmental systems. This investigation traces the development of ideas within a group of five students engaged in a collaborative design process. Tasked with the design of an online educational resource, about a waterway of local significance, this group was one of three for which multiple streams of data (audio and video) were collected. Ideas central to the progression of their design were identified and represented visually over time, showing the impact of each group member and the facilitator, and discourse was coded according to the content code of the CPACS scheme. Four phases of design were identified and Markov-transition diagrams of the content were interrogated. This paper makes a contribution to our knowledge of the phases of design evident during LBD tasks, which could have implications for the design and management of such projects in the future.
In this study we explored the nature and types of knowledge that university teachers draw upon wh... more In this study we explored the nature and types of knowledge that university teachers draw upon when they are making decisions related to the use of Information and Communication Technology (ICT) in their courses. The data were obtained using a „think aloud‟ protocol. Shulman‟s (1987) and Mishra & Koehler‟s (2006) frameworks were used as an initial basis to classify teachers‟ knowledge. The mental resource perspective was adopted as a general lens to obtain an insight into the nature of teachers‟ knowledge. The results showed that teachers‟ decisions were based on different types of knowledge. When teachers planned to use ICT in their courses, they combined different knowledge types with context-specific experiences and projected situated actions. In this paper we illustrate three qualities of teachers‟ knowledge that underpinned core teachers‟ planning decisions: a) the linking role of pedagogical knowledge; b) relational nature of teachers‟ design thinking; and c) the experiential ...
This conceptual paper considers how the TPACK (technological, pedagogical and content knowledge) ... more This conceptual paper considers how the TPACK (technological, pedagogical and content knowledge) framework (Mishra & Koehler, 2006) can be used to gain an understanding of technology use in teaching and learning. For technology to enhance traditional teaching ...
School texts have become more readable and geared towards students being able to make sense of da... more School texts have become more readable and geared towards students being able to make sense of data to understand science (Brown, 1965; Walpole, 1999). This trend is continuing with the advancement of the teaching of science by inquiry. The US National Research Council outlines the essence of inquiry science: Learning science is something that students do, not something that is done to them. 'Hands-on' activities, while essential, are not enough. Students must have 'minds-on' experiences as well. (National Research Council, 1996, p. 2) Bybee, Powell, and Trowbridge (2007) summarise an inquiry approach and posit that students should be allowed to generate creative ideas, analyse observed data, generate and test solutions, and be able to challenge ideas of others. 2.1.1 Classroom practice The teaching of science in Australia is underpinned by the idea of 'inquiry'. That is, students are encouraged to develop inquiry skills and to be able to apply those skills to draw their own conclusions based on evidence. The Australian National Curriculum includes inquiry in its aims of science education: Science aims to ensure that students develop an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions. (ACARA, 2012a, p. 344) This idea of inquiry is also reflected in other countries' curricula, such as in the England's Primary National Curriculum and the US National Research Council's report on inquiry in science education (Olson & Loucks-Horsley, 2000). The Ruddock 10 the United States need to look into science professional development and teacher education programs and ask, Is our emphasis on 'inquiry' unintentionally obscuring the importance of understanding science ideas? (Roth & Garnier, 2006, p. 22) Classroom practice does not appear to be reflecting the desired goals of the curricula designers; inquiry is either not incorporated into lessons, or becomes so overemphasized that the 'science' can become obscured. 2.1.2 Investigations and canonical inquiry While proper implementation of inquiry as a pedagogical approach might not be widespread, there is certainly a trend for the use of a pedagogy aimed at enabling students to build their own knowledge; teachers are incorporating various kinds of investigations into their classroom practice (Andrée & Lager-Nyqvist, 2013;
The complex interaction of tool use (both physical and digital) in face-to-face collaborative lea... more The complex interaction of tool use (both physical and digital) in face-to-face collaborative learning situations, and the role that these tools play in facilitating group work is increasingly important as tools for learning become more sophisticated and specialized. In this paper, a group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway. They carried out this design work in The Design Studio at the University of Sydney, using an iPad projected onto a whiteboard wall. Multiple streams of data were collected, visualized and analyzed, which allowed the overall patterns of tool use for all members of the group to be identified in relation to the development of their design. Two patterns of tool use are identified and analyzed according to the practice of sketching identified in other fields of design.
American Behavioral Scientist, 2013
Abstract The ability to capture large amounts of data that describe the interactions of learners ... more Abstract The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will be of most interest in a specific learning context and how to process, visualize, and analyze large amounts of data requires the use of analytical tools that adequately ...