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Advisor(s)
Abstract(s)
This thesis documents a research endeavor on the (re)design of
educational systems. When learning is systemized, an
educational system emerges. It is a complex system which
according to stakeholders shows many deficiencies. The goal is
to discover how to intervene systemically instead of solving
isolated problems to generate better learning outcomes and a
better learning experience.
The fundamental literature review covers the specific character
of scientific-educational design research as a new scientific
discipline and how it can be applied to research educational
systems. It further covers the construct of the learning
experience.
A model was developed for the (re)design of more effective,
valuable, and appealing educational systems. The hypothesis is
that the model can provide educational system designers with heuristics to (re)design educational systems to provide better
learning outcomes and high-performing school systems. There
will be a need for expert educational system designers to help
schools to (re)design their educational system and make it more
adaptive.
A methodology of systemic design interventions embodied by a
mix of experiments was used. The findings coming out of the
experiments on nomadic learning, learning while moving, digital twin, and educational crafting revealed the positive
impact of systemic interventions on the learning outcomes and
learning experience and, are a partial foundation for the model.
Further profound research is needed to reveal possible relations
between elements of the model and deficiencies attributed to
educational systems. To name some: what is the relation
between the sedentary character of educational systems and
bureaucracy? What is the relation between the pursuit of
immortality and the fragility of the systems? What is the
relation between the sedentary character of educational systems
and the non-learning organization for staff members? What is
the relation between closed educational systems and focus on
generational learning?
Our research showed that, when systemic interventions instead
of problem-solving are realized via a well-thought-out system
redesign, the learning capacity of the system, the learning experience, and learning outcomes of the agents improve.
When the educational system is changed, the learning changes.
Scientific educational design research proved to be an
appropriate approach to investigate educational systems and
what variables ‘educational system designers’ can take into
account to (re)design educational systems.
Description
Keywords
Educational systems Organization of learning Educational system-designer Educational system-design model Teaching Learning