using design to design learning

Using the strange, weird and confusing thing called design in your classroom.

Vikki du Preez and Veronica Barnes

Using Design to Design Learning

People are different

People are creative & expressive

‘Education’ doesn’t imply

learning

Generation Y-students

The role of

technology Resources & class sizes

Learning considera-ons today…

Design is the central factor of innova-ve humanisa-on of technologies and the crucial factor of cultural and economic exchange -‐ Interna6onal Council of Socie6es of Industrial Design (ICSID, 2008)

What is Design?

Design is... ...a process

Design?

How does design fit into educa-on?

Design develops crea6ve thinking within an analy6cal, crea6ve and cri6cal framework

Design allows for individual development and collabora6on

Design embraces the unknown and the complex

Design is a process, therefore not bound to stagna6ng content or aging technology

Design can be taught in many different scenarios, oGen with liHle addi6onal resources

Design? Products

Design? Event

Design? Quality

Design? Aesthe6c

Design? Innova6on

Design is... ...a process

Design?

...to solve

complex

problems

Inves6gate

Create

Plan Evaluate

Iden6fy the problem

Develop the outline

Iden6fy restric6ons and opportuni6es.

Explore possible solu6ons

Select a solu6on

Reflect on restric6ons

Implement the solu6on

Develop Implementa6o

n plan

Evaluate solu6on

Evaluate process

Design Process

How can the Design Process support...

Learning that considers ALL

students

Addressing various learning styles & include

technology

Addressing various learning styles & include

technology

Influence of Design

Learning Styles •  VISUAL (Spa6al): Learners prefer pictures, images and

spa6al understanding •  AURAL (Auditory-‐musical): Leaners prefer sound and

music •  VERBAL (Linguis6c): Learners prefer using words, both

in speech and in wri6ng •  PHYSICAL (Kinesthe6c) Learners prefer using their

bodies, hands and a sense of touch •  LOGICAL (Mathema6cal): Learners prefer using logic,

reasoning and systems •  SOCIAL (Interpersonal): Learners prefer working in

groups or pairs •  SOLITARY (Intrapersonal) Learners prefer working by

themselves.

Inves6gate

Create

Plan Evaluate

Iden6fy the problem

Develop the outline



Select a solu6on




n plan

Evaluate solu6on

Evaluate process

Design Process LOGICAL:

Concept map Spider diagram

VISUAL: Concept board journey maps

Technology | CMAP & Similar Tools

Inves6gate

Create

Plan Evaluate

Iden6fy the problem

Develop the outline



Select a solu6on




n plan

Evaluate solu6on

Evaluate process

Design Process

PHYSICAL: Act out the use, service

VISUAL: Creative scamping

AURAL: Verbal idea storming

Group concept explora6on context !

Technology | Pinterest and Similar Tools

Inves6gate

Create

Plan Evaluate

Iden6fy the problem

Develop the outline



Select a solu6on




n plan

Evaluate solu6on

Evaluate process

Design Process

PHYSICAL: Prototype, simulate

VISUAL: Movies, Digital

storytelling

LOGICAL: Implementation plan, flow charts

VISUAL & VERBAL:

Presentations

Ar6fact

Technology | Digital Storytelling

Technology | Prezi Presenta8on

Inves6gate

Create

Plan Evaluate

Iden6fy the problem

Develop the outline



Select a solu6on




n plan

Evaluate solu6on

Evaluate process

Design Process

PHYSICAL: Simulations, User testing VERBAL: Reflective essay LOGICAL:

Process test

VISUAL & VERBAL: Reflective

presentations

Technology | Prezi Presenta8on

Inves6gate

Create

Plan Evaluate

Iden6fy the problem

Develop the outline



Select a solu6on




n plan

Evaluate solu6on

Evaluate process

Learning Design

Conceptualise

Communicate

& 7C’s

Collaborate

Consider

Capture

Create Consolidate

Learning that considers ALL

students

Influence of Design

Non Tradi6onal Students Broadly, NTSs are defined as students who are ‘under represented’ in educa6on and higher educa6on. Underrepresenta6on is based on various factors, including: •  Age •  Socio-‐economic background •  Ethnicity/language •  First ones to HE •  Academic under preparedness •  Student workers

Non Tradi6onal Students “…increasing graduate output depends primarily on improving the performance of the least well performing groups”

ScoH, Ian, Nan Yeld, and Jane Hendry. A Case for Improving Teaching and Learning in South African Higher Educa8on. Cape Town: Council on Higher Educa6on, 2007.

Influence of Design

Set of learning experiences that use technology to beHer meet the needs of NTS in my classroom?

I want to design a

DT for Educators

Phase 1: Discovery Get Curious I have a challenge. How do I approach it?

DT for Educators

Phase 2: Interpretation Make sense of it all! I learned something. How do I interpret it?

DT for Educators

Phase 3: Ideation Generate new ideas! I see an opportunity. What do I create?

DT for Educators

Phase 4: Experimentation Make something! I have an idea. How do I build it?

What are the key issues?

What do I need?

What can I try to address the issues?

DT for Educators

Phase 5: Evolution Keep it going! I tried something new. How do I evolve it?

What are the key issues?

What do I need?

What can I try to address the issues?

The Great Unknown!

Influence of Design?

Design is a

process for change &

problem solving..

Design enables & facilitates change because there is

no one right answer

Design is able to respond to future needs and technologies

How do I tap into the poten6al that design has to offer?

Teaching design for change By Emily Pilloton FILMED JUL 2010 • POSTED NOV 2010 • TEDGlobal 2010

A teacher growing green in the South Bronx By Stephen Ritz FILMED FEB 2012 • POSTED JUL 2012 • TEDxManhaRan

How to escape educa-on's death valley Sir Ken Robinson FILMED APR 2013 • TED Talks Educa-on

For workshop links and videos visit: http://sixdesignhats.wordpress.com

Vikki du Preez and Veronica Barnes

Thank you!