Designviden og designeksperimenter som afsæt for implementering af læringsplatforme i Folkeskolen

En dobbelt loop læringsmodel for brugerinvolverende implementering af læringsplatforme

Abstract

This article proposes a model for user involved implementation that supports the development of innovative learning designs subject to standardized technological constraints.  In Denmark, all public schools are required to implement a digital learning platform by 2018 that satisfies a requirements specification produced by Local Government Denmark. The Danish Ministry of Higher Education and Science has launched a research project involving 14 public schools in order to generate knowledge on how to best support the implementation of the platforms. The empirical data for this article stems from a subproject addressing this effort. Methodologically this subproject takes its cue from Design Based Research. An intervention has been designed that consists of so-called future workshops, design workshops and micro-tests in order to facilitate design experiments conducted by the participants from the public schools. Observations and interviews have been conducted with the participating teachers and the data has been analyzed qualitatively inspired by Grounded theory. Using theory on production and sharing of design knowledge in the form of “design narratives”, “design patterns” and “design scenarios”, the article proposes a double loop implementation model that integrates the participants’ analyses of their existing experiences with technology and their proposals for future use of the platforms.