1) The document discusses developmental evaluation and the Experience API as tools to help understand innovation and change in educational systems. It focuses on how technology can assist developmental evaluation. 2) It proposes a Technology Assisted Developmental Evaluation (TADE) framework to help teachers and institutions use student data to support educational decision making. 3) The Experience API and tools like INSPIREx aim to create personalized, data-driven learning environments by capturing student learning experiences across different systems and making that data available.

1. Session 2 - Learning, Design and Technology in Schools, Skills
Training and Higher Education
Developmental evaluation and the experience API
Professor Robert Fitzgerald
www.assess2learn.com.au
www.assess2learn.com.au

2. Learning, design and technology: Developmental
evaluation and the experience API
Professor Robert Fitzgerald
Faculty of Education, Science, Education and Technology, University of Canberra
Rethinking Assessment and Learning, GLOBAL MINDSET, Australian Technology Park,
Sydney, 29 October, 2014

3. INNOVATION RESEARCH EDUCATION

6. INSPIRE: Research, Education & Innovation
http://www.ideo.com http://www.tpck.org
• Design Thinking & STEM education
• Next practice learning & design
• Mastery pedagogies
• Augmented reality
• Location based education services
• ICT4D – Pakistan & Cambodia
• Google Glass & Wearables
• National mentoring for Maths &
Science teachers
• The Experience API

7. Educational challenges
• The “new normal” of increasing demand, diminishing resources,
increased expectations and constant change
• Widespread consensus that graduates are not well prepared for the
world of work and subsequent lifelong learning (AAEG, 2011; Candy,
1991; Candy, Crebert & O’Leary, 1994; Oliver, 2011; Shah & Nair,
2011)
• John Seely Brown argues we need to radically shift the focus of
education from the development of skills & knowledge, to the
cultivation of mindsets and dispositions (Thomas & Brown, 2011)

8. Source: OECD Education

9. Technology futures
• Emerging forms of interactive media and information communication
technology are reshaping almost every aspect of our work and
social life; Boundaries are blurring
• New practices and literacies are emerging from digital
communications and culture that challenge our traditional ideas
about the form and function of communication, learning and
education
• Technology is more than just a ‘tool’ but an evocative ‘object to think
with’ and an engine of social and cultural change; Change is
ecological not additive
• Design thinking: New opportunities for participation and interaction
arise from communities of interest where users are active designers
& content creators re-mixing, re-purposing and re-distributing
content

10. A lesson: ICT benefits depend on “capital”
Capital = skills, interests, attitudes, resources
s
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I
e
n
c
e
The capital gap
Source: www.oecd.org

11. The barriers to transformation are not "conceptual, technical, or
economic. The primary barriers are psychological, political, and
cultural. We now have all the means necessary to implement effective
educational models that can prepare all students for a future very
different from the immediate past. Whether we have the professional
commitment and the societal will to actualize such a vision remains to
be seen.”
Dede et al (2013) Educause Review

12. Feedback - Learning, change & evaluation
• We know that feedback is the most effective way of improving
student learning (Hattie, 2009)
• Forms of Evaluation - Formative, Summative & Developmental
(Patton, 2011)
• Summative and formative evaluation are most often used to
examine established programs
• Developmental Evaluation (DE) is well-suited to emergent or
developing systems
• DE is a design-based research tool for understanding innovation
and change in educational systems
• Salient features
– engage in simulations and/or rapid reconnaissance
– deploy tools that develop maps of the territory; and
– allow for revised and emergent modelling (Patton, 2011)

13. Technology Assisted Developmental
Evaluation
• ‘What? So What? Now What? (Gamble, 2008, p. 47)
• Learning & change should be expansive and transferable and not
limited to contemporaneous testing (Engeström, 2006; Wiggins &
McTighe, 2011, p. 5)
• The theoretical perspectives draws on Vygotsky (1978), Activity
Theory (Engestrom, 2001), Variation Theory (Marton & Tsui, 2004)
and the concept of Communities of Practice (Lave & Wenger, 1991)
• Towards a Technology Assisted Developmental Evaluation (TADE)
framework that helps teachers and institutions with their data work in
ways that support educational decision making in a practical and
accessible form (Leonard, Fitzgerald & Bacon [under review])
• “A system is not the sum of its parts, but rather, the product of the
interaction of the parts” (Russell Ackoff)

14. Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

15. Learning everywhere
Source: tincanapi.com/overview

16. INSPIREx: A data-driven educational environment
based on Experience API
Source: www.brightcookie.com

17. INSPIREx learning ecology
Source: www.brightcookie.com

18. Personalised learning & The Quantified Self
Source: economist.com

19. Source: www.cnet.com/news/lumosity-vs-elevate-brain-training-apps

20. Data for the learner
• Quantified Self goes to school
– self-knowledge through self-tracking
– designing self-experiments
• What does an increasing personalisation of education and learning
mean for learners, teachers, institutions?
• Implications for research – develop repeated measures and single
subject designs
• What changes are required when we shift from data about the
learner to data for the learner?
• How do we develop hindsight, oversight, foresight, insight in these
new data rich environments?
• What happens when learners tell ‘us’ when they are ready for
learning?

21. Rob Fitzgerald
robert.fitzgerald@canberra.edu.au
Twitter: @rfitzgerald
INSPIRE
Website: inspire.edu.au
Facebook: www.facebook.com/inspiredu2
Twitter: @inspiredu2