1. Learners’ Voices in the Development of New Technologies for Education Keri Facer Learning Research | NESTA Futurelab http://www.nestafuturelab.org/

2. Why listen to learners’ voices in the design and evaluation of new technologies? Different approaches to engaging learners in the design and evaluation of education technology Futurelab examples Tensions – who shapes education technology? Overview

3. Why listen to learners in the design process? Practical and Political Considerations

4. The lack of a direct relationship between the users and the suppliers means that the products developed are less likely to meet learners’ and teachers’ real needs. We have not yet found the right mechanisms for the partnerships we need between developers and users. We have to create the conditions in which innovative ideas for e-learning pedagogy will flourish... Commercial suppliers usually employ teachers at some stage in the design process, but unless the partnership is close, and educational requirements lead the development, there is little chance of achieving either good pedagogy or profitable products. (E-Learning Strategy, DfES Consultation Document, Chapter 9) The practical arguments

5. Young people as experts –Early adopters Over 90% of young people have computers in the home (2001) Over 70% own mobile phones (2001) Over 70% play games & use web weekly (2001) –Developing new approaches to learning ScreenPlay & InterActive James Gee Jackie Marsh

6. The political and philosophical arguments UN Convention on the Rights of the Child The Convention on the Rights of the Child reflects a new vision of the child. Children are neither the property of their parents nor are they helpless objects of charity. They are human beings and are the subject of their own rights. The Convention offers a vision of the child as an individual and as a member of a family and community, with rights and responsibilities appropriate to his or her age and stage of development. By recognizing children's rights in this way, the Convention firmly sets the focus on the whole child. Article 12: States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child

7. Cultural and Technological Literacies Technology: socially constructed –Cf. Woolgar (2002), Silverstone & Hirsch (1992) Literacy: writing not just reading –Cf Papert (1997), I-curriculum (2004 )

8. Strategies for engaging children in the design and evaluation process

9. Cooperative Inquiry / Co-designing / Design- centred Learning Alison Druin 2002 Children as equal stakeholders in multi- disciplinary, inter-generational (and long-term) design teams alongside educators, artists, computer scientists Children in the design and evaluation process

10. Informant Design Mike Scaife et al. 1997 Children and teachers as ‘native informants’, able to identify problems from within their separate educational experiences, not as equal participants Involves intended user groups at various stages, where and when their expertise can be maximised and where their knowledge is required Children in the design and evaluation process

11. Participant Design Gro Bjerknes et al. 1987 Democratic processes of design and democratic workplaces; users as peers in product design ‘everybody has a voice and […] all voices are heard and have an impact’

12. Children in the design and evaluation process Pupil-researchers: ImpaCT2 – see also Carnegie Foundation & Save the Children Generating research data on use and attitudes Accessing information difficult to access as adults Next stage – children involved in the design of the research activity

13. Children in the design and evaluation process Children as Social Science Researchers ESRC Child Researcher Centre, Open University Research Design and training Publication Out of school activity What would children as ‘educational technology designers’ look like – and how would we enable this?

14. A continuum of involvement Ethnography User Testing Informant Design Participant Design/Co-operative Inquiry

15. Futurelab Approaches

16. Futurelab Approach Futurelab research, design & development is: –user-informed, not user-led –teacher-informed, not (always) curriculum-focused –Research findings feed back cyclically into design We aim to balance: –technical and creative expertise, with educational expertise –what children already know they want, with what they don’t already know they need

17. Developing ideas Concept workshops (all informants, developers etc) Design Short trials/ Intensive trials Second Stage Development Idea Evaluation against aims Literature survey (policy, curriculum, research)

18. WTTN: exploring understanding I mean, I do sometimes look at the Moon on a very clear night and I think, ooh, it's interesting how you can actually see things on the Moon. I suppose it's the seas isn't it?

19. Snapshot: Generating Ideas

21. Savannah: generating ideas Savannah Final Prototype Movie

22. Creature: Generating Ideas

23. Moovl: testing concepts Moovl early test movie

24. Astroversity: Testing Concepts

25. Benefits of listening to learners voices Access to first hand experience of the needs, interests and requirements of end-users Enables developers to ‘free-up’ their ideas and develop more innovative and creative resources Allows developers to be surprised by users and to avoid creating formulaic work Allows developers to avoid costly mistakes and to identify difficulties of design at an early stage Offers the opportunity to create resources that are embedded in teaching strategies and educational contexts, and which, consequently, actually achieve their educational aims.

26. Tensions The Education Market - too small for dedicated investment? ‘users’ of new technologies primarily conceived as businessmen? Teachers not children are the primary purchasers of education technologies – balancing teacher and learner voices Balancing ‘learner voice’ with ‘learner needs’ in the current context of curriculum and assessment

27. Enquiring Minds 3 year research and development programme with teachers and students. In collaboration with Microsoft Partners in Learning. Aim: to enable young people to take personal responsibility for tackling problems and identifying opportunities in their schools and communities through collaborative research and innovation. Young people’s research group – shaping and conducting educational research. The development of specifications for tools through an iterative process of curriculum development and evaluation with and by teachers and learners.

28. Info and contact www.nestafuturelab.org Keri.facer@nestafuturelab.org