Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning

Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/ John Cook, CMIR, UWE Bristol & Learning Layers team

John2.Cook@uwe.ac.uk UWE Bristol staff profile: http://tinyurl.com/p9sez8a

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Structure

1. Introduction2.PPD3.Confer4.Q&A

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When I moved into our open plan office in the Arnolfini in January 2016, the Creative City Campus became a reality for me. The new environment has better enabled collaboration with students, colleagues and external partners. We have really been able to drive forward our work on the creative-working-learning city, including getting involved in discussions with the University of Bristol, BBC and SMEs like Opposable on topics such as virtual reality for games, robotics, creative technology, health, life science. The Creative City Campus is posing endless possibilities in the creative city of Bristol that others can get involved in and that the world can learn from. I have even been doing Jazz gigs in the Hotwells area

UWE Bristol Creative City Campus

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1. Introduction

Hybrid Reality and Culture

Design and Research Challenge

In the context of socio-technical environments, how can the design process and design thinking advance or bridge our social/cultural capital?

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Learning Layers Websitehttp://learning-layers.eu/

Confer http://confer.zone

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Zone of Possibility or ZoP

A concept describing socio-technical systems that enable Zones of Possibility (ZoP) to emerge when people and artifacts interact and engage in social positioning practices while learning in informal workplace learning situations.

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2. The Participatory Patterns Design (PPD)

methodology for educational innovation

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The mission

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● Create innovations that works for○ Real people○ Real problems○ Real world

● … and make it scientifically robust

Design Based Research Approach

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North UK GP Practices

Empirical Studies

Field Testing

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Participatory Pattern Design

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Design Based Research & Participatory Pattern DesignThe PPD method includes design principles (and meta-design principles) as boundary objects translating theory into practice, and agile user stories as boundary objects bridging the Design Based Research language with that of software engineering.

The resulted meta-design principles are: Respect Learners' Zone of Possibilityresulted meta-design principles are: Respect Learners' Zone of Possibility, Support Knowledge Building Discourseresulted meta-design principles are: Respect Learners' Zone of Possibility, Support Knowledge Building Discourse, and Aim for a "50-50 partnership".

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Design Based Research & Participatory Pattern DesignThe patterns development has also been a catalyst for driving the project towards reflecting on the experiences on the design and research process itself.

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For Example: Tell a story..

Recall an incident you were involved in / witnessed, where something interesting happened in terms of communication / collaboration / engagement / support in co-creative learning.

Use the practice narrative template.

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For Example: Show & tell

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● Present your narrative● Identify “types” of users, capture them as

“personas”● Identify practices & issues recurring across

narratives● Identify requirements as user stories

3. Confer

Original ideaPractice-demand (bridging between face to face meetings, keep tasks on focus and moving forward, offer easy, early engagement in collaborative work)Research interest (hybrid social networks, ZoP, scaffolding for networked learning, progressive inquiry model)

Tool SupportsEasy collection of ideas from F2F discussionStructuring (scaffolding) of collaborative task for working groupsDiscussion throughoutSupport for early development of ideas prior to formal writing

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Support working groups - focus, flow, discussion, consensus

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• Online tool that supports working groups– Maintains focus and flow of work– Structuring the task – Supporting discussion – Aiding consensus

• Co-design work in the Health Sector in the NE of England – Used to support group work for professionals

working in different locations

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• Supports working groups that may have been set up to devise a way of dealing with a new problem that may have arisen

• Practice-demand driven– Providing bridging between face to face meetings

through ‘scaffolded support’ to keep tasks on focus and moving forward

– Offering easy, early engagement in collaborative work • Opportunities for educators to harness the tools

and use in their own contexts?17

Confer three steps to consensus

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Demo: https://confer.zone/

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Short video (no sound)

https://confer.zone/#/help or https://www.youtube.com/watch?v=lSRpaUY6d-Q

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Evaluation

• Evaluation work is underway and results are expected in the Autumn

• 3 pilot groups• Pilot A – Federation of 19 GP Practices. The 19 Practice

Managers (who meet monthly to discuss shared work and projects) are using Confer and Living Documents to support their collaborative projects (key Confer workgroup is exploring how best to set-up and run a shared locum services across the Federation). Pilot started in February and is due to finish in July.

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Evaluation

• Pilot B – Small, disparate, regional team (5 members) who work (part-time) on developing and delivering quality improvement (QI) training for healthcare professionals are using Confer and Living Documents to review and further develop their training plans (key Confer workgroup is exploring how best to deliver a particular QI training course. Pilot started in

• Pilot C – Small, disparate, national team (7 members) with a strategic interest in promoting and supporting the use of Technology Enhanced Learning in healthcare education are using Confer and Living Documents for some collaborative work. Pilot started in April

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4. Q&A / Discussion

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