HKU, July 10th, Introducing E-learning with Participatory Design Techniques Anders Mørch CITE, The University of Hong Kong and InterMedia, University of Oslo, Norway

HKU, July 10th, Outline Three types of E-learning Participatory design (PD) The LAP project PD techniques used in LAP Findings Summary References

HKU, July 10th, Three types of E-learning E-learning in education –Learning activities; student assessment –Readymade systems (often for collaborative learning) –Focus seems to be on tools and infrastructure E-learning in workplaces –Supporting specific (well defined) business domains –Readymade system (often with authoring tools) –Focus seems to be on learning objects and integration E-learning introduced with PD techniques –Works well for poorly understood or new domains –Focus is users: getting them involved in designing their own systems

HKU, July 10th, E-learning in education Web-based environments for learning, teaching, and assessment –ILN, WebCT, etc. Multiple tools –Discussion forum for collaborative learning –White boards for real time interaction –Tools to compute grades and “rank” students Reusable learning objects –Multimedia objects representing specific curricula to be taught

HKU, July 10th, E-learning in workplaces E-learning: –integral part the company’s information systems infrastructure –Authoring tools for production of multimedia content to teach critical knowledge to employees in cost effective ways Learning on demand –Work is primary activity –Learning is secondary activity (to make work easier) The systems must be easy to use and allow maintenance by “super users”, advanced users with domain expertise but without formal computer training Several examples exists, but often for “drill & practice”

HKU, July 10th, E-learning introduced with PD techniques The goal of this presentation is to introduce this approach PD = Participatory Design What is PD? How can it be useful for E-learning?

HKU, July 10th, What is Participatory Design? Techniques for involving workers in the design of systems that will affect their work Has its roots in trade union activities in the 1970s and some pioneering projects in the 1980s, originated in Scandinavia Sometimes referred to as “Scandinavian approach” or “democratic design” A goal has been to make user participation design-oriented and leverage actual users’ domain expertise and skills

HKU, July 10th, Mock-ups developed in Utopia project in the 1980s User interface in cardboard and paper Laser printer made from cardboard box

HKU, July 10th, How can PD be useful for e- learning? “One size can’t fit all” Complex problem domains (both for schools and workplaces) may require tailor-made E- learning Workplaces and schools that can utilize domain expertise (super users) to maintain e-learning systems may gain competitive advantage over other approaches over time

HKU, July 10th, LAP project Learning and Knowledge Building at Work (LKBW) 3 year project among researchers and service industry companies in Norway Goal: Introduce e-learning in two large corporations (Statoil and Visma) Empirical studies of the adoption process

HKU, July 10th, PD Techniques: Case Statoil Goal: develop an e-learning system for petrol station attendants Techniques employed: –Design workshop (problem identification) –Drama techniques (learning scenarios) –Mock-ups (low-fidelity prototypes) –Intermediate abstractions (system design) –System (computer) prototypes

HKU, July 10th, Design workshop: problem identification

HKU, July 10th, Drama techniques: scenario Identify a work situation that can be imp- roved Act it out in multiple ways

HKU, July 10th, Mock-up information display with Post It notes on foam board

HKU, July 10th, Intermediate abstractions

HKU, July 10th, System prototype: Chosen alternative Prototype crated by Statoil based on one of the inter- mediate abstrac- tions

HKU, July 10th, Evolutionary prototyping across different technologies

HKU, July 10th, Findings Mixed results: –Appropriateness of technology; –Co-existence of old and new technologies; –Information-seeking strategies; –Lateral cooperation.

HKU, July 10th, Why bother? Some people ask: Why not start from best practice and best systems (e.g. using software engineering techniques)? –Such an approach (most common) will identify computer system faster but will requires mandated use and will not always fit all –It can be expensive to maintain (short term benefit) –When users can participate actively in the design and introduction process they will feel pride and ownership, which may make the system become self-sustainable (long term benefit)

HKU, July 10th, Summary Participatory design as an alternative strategy for introducing e-learning technology in non-traditional settings We have studied it in the context of workplace learning (LAP project) It takes more time to complete but will get the users more motivated to use a new system, since they have “ownership” in it

HKU, July 10th, References Mørch, A.I, Engen, B.K. and Åsand, H.-R. (2004). Workplace as Learning Laboratory: The Winding Road to E-learning in a Norwegian Service Company. Proceedings PDC-2004, Toronto, Canada, July Contact me for copy of paper!!