Using Design to
Design Learning
Vikki du Preez and Veronica Barnes

Using the strange, weird and confusing thing
called de...
Learning	
  considera-ons	
  today…	
  

People are
different

Generation
Y-students

‘Education’
doesn’t imply
learning

...
What	
  is	
  Design?	
  
Design	
  is	
  the	
  central	
  factor	
  of	
  
innova-ve	
  humanisa-on	
  of	
  
technologi...
Design?	
  
Design is..

. .a process
How	
  does	
  design	
  fit	
  into	
  educa-on?	
  
Design	
  develops	
  crea6ve	
  thinking	
  within	
  an	
  
analy6c...
Design?	
  

Products	
  
Design?	
  

Event	
  
Design?	
  

Quality	
  
Design?	
  

Aesthe6c	
  
Design?	
  

Innova6on	
  
Design?	
  

solve
. to
Design is.. ple. x process
.a
com
lems
prob
Design	
  Process	
  
Iden6fy	
  the	
  
problem	
  

Iden6fy	
  
restric6ons	
  and	
  
opportuni6es.	
  

Develop	
  the...
How can the
Design	
  Process	
  support..
Addressing
various learning
styles & include
technology

Learning that
consider...
Influence	
  of	
  Design	
  

Addressing
various learning
styles & include
technology
Learning	
  Styles	
  
•  VISUAL	
  (Spa6al):	
  Learners	
  prefer	
  pictures,	
  images	
  and	
  
spa6al	
  understand...
Design	
  Process	
  
VIICAL: L:
OnceStUA p
L
CoGeppt ma ard
nc b
ourney m oam
Cjo
r
pider diagaps
S

Iden6fy	
  the	
  
p...
Technology	
  |	
  CMAP	
  &	
  Similar	
  Tools	
  
Design	
  Process	
  
Iden6fy	
  the	
  
problem	
  

Iden6fy	
  
restric6ons	
  and	
  
opportuni6es.	
  

Develop	
  the...
Group	
  concept	
  explora6on	
  

context!
Technology	
  |	
  Pinterest	
  and	
  Similar	
  Tools	
  
Design	
  Process	
  
Iden6fy	
  the	
  
problem	
  

Iden6fy	
  
restric6ons	
  and	
  
opportuni6es.	
  

Develop	
  the...
Ar6fact	
  
Technology	
  |	
  Digital	
  Storytelling	
  
Technology	
  |	
  Prezi	
  Presenta8on	
  
Design	
  Process	
  
Iden6fy	
  the	
  
problem	
  

Iden6fy	
  
restric6ons	
  and	
  
opportuni6es.	
  

Develop	
  the...
Technology	
  |	
  Prezi	
  Presenta8on	
  
Learning	
  Design	
   & 7C’s
Iden6fy	
  
restric6ons	
  and	
  
opportuni6es.	
  

Concaep turaelise
Cp

Iden6fy	
  the	
...
Influence	
  of	
  Design	
  

Learning that
considers ALL
students
Non	
  Tradi6onal	
  
Students	
  
Broadly,	
  NTSs	
  are	
  defined	
  as	
  students	
  who	
  are	
  ‘under	
  
represe...
Non	
  Tradi6onal	
  
Students	
  
	
  “…increasing	
  graduate	
  output	
  
depends	
  primarily	
  on	
  improving	
  
...
Influence	
  of	
  Design	
  
Influence	
  of	
  Design	
  
I want to design a
Set	
  of	
  learning	
  experiences	
  
that	
  use	
  technology	
  to	
  beHer	
  
meet	
  the	
  ne...
DT	
  for	
  Educators	
  

Phase 1: Discovery
Get Curious
I	
  have	
  a	
  challenge.	
  	
  
How	
  do	
  I	
  approach...
DT	
  for	
  Educators	
  

Phase 2: Interpretation
Make sense of it all!
I	
  learned	
  something.	
  
How	
  do	
  I	
 ...
DT	
  for	
  Educators	
  

Phase 3: Ideation
Generate new ideas!
I	
  see	
  an	
  opportunity.	
  
What	
  do	
  I	
  cr...
DT	
  for	
  Educators	
  

Phase 4: Experimentation

Make something!
I	
  have	
  an	
  idea.	
  
How	
  do	
  I	
  build...
What are the
key issues?
What can I try
to address the
issues?
What do I need?
DT	
  for	
  Educators	
  

Phase 5: Evolution
Keep it going!
I	
  tried	
  something	
  new.	
  
How	
  do	
  I	
  evolve...
What are the
key issues?
What can I try
to address the
issues?
What do I need?
Influence	
  of	
  Design?	
  
a
nisis es &
DDsis g a
eeg b
Designinenablorle to
reprptoatestochange
ThenedGreatt
s ioc ss ...
How	
  do	
  I	
  tap	
  into	
  the	
  
poten6al	
  that	
  design	
  
has	
  to	
  offer?	
  
How	
  to	
  escape	
  educ...
Thank you!
Vikki du Preez and Veronica Barnes

For workshop links and videos visit:
http://sixdesignhats.wordpress.com
Using Design to Design Learning
Using Design to Design Learning
Using Design to Design Learning
Using Design to Design Learning
Using Design to Design Learning
Using Design to Design Learning
Using Design to Design Learning
Using Design to Design Learning
Using Design to Design Learning
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Using Design to Design Learning

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Presentation from workshop presented at HELTASA 2013, 27 - 29 November, Pretoria

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Using Design to Design Learning

  1. 1. Using Design to Design Learning Vikki du Preez and Veronica Barnes Using the strange, weird and confusing thing called design in your classroom.
  2. 2. Learning  considera-ons  today…   People are different Generation Y-students ‘Education’ doesn’t imply learning People are creative & expressive Resources & class sizes The role of technology
  3. 3. What  is  Design?   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)        
  4. 4. Design?   Design is.. . .a process
  5. 5. 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  
  6. 6. Design?   Products  
  7. 7. Design?   Event  
  8. 8. Design?   Quality  
  9. 9. Design?   Aesthe6c  
  10. 10. Design?   Innova6on  
  11. 11. Design?   solve . to Design is.. ple. x process .a com lems prob
  12. 12. Design  Process   Iden6fy  the   problem   Iden6fy   restric6ons  and   opportuni6es.   Develop  the   outline   Inves6gate   Explore    possible   solu6ons   Evaluate   process   Evaluate   Plan     Select  a     solu6on   Evaluate   solu6on   Create   Implement     the  solu6on   Reflect  on   restric6ons   Develop   Implementa6o n  plan  
  13. 13. How can the Design  Process  support.. Addressing various learning styles & include technology Learning that considers ALL students
  14. 14. Influence  of  Design   Addressing various learning styles & include technology
  15. 15. 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.  
  16. 16. Design  Process   VIICAL: L: OnceStUA p L CoGeppt ma ard nc b ourney m oam Cjo r pider diagaps S Iden6fy  the   problem   Iden6fy   restric6ons  and   opportuni6es.   Develop  the   outline   Inves6gate   Evaluate   process   Evaluate   Explore    possible   solu6ons   Plan     Select  a     solu6on   Evaluate   solu6on   Create   Implement     the  solu6on   Reflect  on   restric6ons   Develop   Implementa6o n  plan  
  17. 17. Technology  |  CMAP  &  Similar  Tools  
  18. 18. Design  Process   Iden6fy  the   problem   Iden6fy   restric6ons  and   opportuni6es.   Develop  the   outline   Inves6gate   Explore    possible   solu6ons   Evaluate   process   Evaluate   AU U PHISRALA V YSIC : L: AcVeCureaalttivea t orbt hideu steorrvmcineggse, sca i pin e Plan     Select  a     solu6on   Evaluate   solu6on   Create   Implement     the  solu6on   Reflect  on   restric6ons   Develop   Implementa6o n  plan  
  19. 19. Group  concept  explora6on   context!
  20. 20. Technology  |  Pinterest  and  Similar  Tools  
  21. 21. Design  Process   Iden6fy  the   problem   Iden6fy   restric6ons  and   opportuni6es.   Develop  the   outline   Inves6gate   Explore    possible   solu6ons   Evaluate   process   Evaluate   Plan     Select  a     solu6on   Evaluate   solu6on   PHYSICLAL:: LO UA : L VISGICA& ImviVeEsRenigatL,al n , Bt oPrototype :ios M plemD Ai n planrsimulnalttetgarts P orfyleowanhio st ,es te i c Create   Implement     the  solu6on   Reflect  on   restric6ons   Develop   Implementa6o n  plan  
  22. 22. Ar6fact  
  23. 23. Technology  |  Digital  Storytelling  
  24. 24. Technology  |  Prezi  Presenta8on  
  25. 25. Design  Process   Iden6fy  the   problem   Iden6fy   restric6ons  and   opportuni6es.   Develop  the   outline   Inves6gate   Explore    possible   solu6ons   Evaluate   process   VISSAL &: UICAL PHVEERB AL:: , VLYuRIBions OGlaC RePilreocfclivstsivsessaty SRm tect et f e eg e tn Ueseernttatsioins pr s Evaluate   Plan     Select  a     solu6on   Evaluate   solu6on   Create   Implement     the  solu6on   Reflect  on   restric6ons   Develop   Implementa6o n  plan  
  26. 26. Technology  |  Prezi  Presenta8on  
  27. 27. Learning  Design   & 7C’s Iden6fy   restric6ons  and   opportuni6es.   Concaep turaelise Cp Iden6fy  the   problem   Develop  the   outline   Inves6gate   Explore    possible   solu6ons   Evaluate   process   Conososliiddaetre n Evaluate   C Plan     Create Select  a     solu6on   Evaluate   solu6on   Create   CCoabounicate ol mm Implement     the  solu6on   rate Reflect  on   restric6ons   Develop   Implementa6o n  plan  
  28. 28. Influence  of  Design   Learning that considers ALL students
  29. 29. 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  
  30. 30. 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.    
  31. 31. Influence  of  Design  
  32. 32. Influence  of  Design  
  33. 33. I want to design a Set  of  learning  experiences   that  use  technology  to  beHer   meet  the  needs  of  NTS  in  my   classroom?  
  34. 34. DT  for  Educators   Phase 1: Discovery Get Curious I  have  a  challenge.     How  do  I  approach  it?  
  35. 35. DT  for  Educators   Phase 2: Interpretation Make sense of it all! I  learned  something.   How  do  I  interpret  it?  
  36. 36. DT  for  Educators   Phase 3: Ideation Generate new ideas! I  see  an  opportunity.   What  do  I  create?  
  37. 37. DT  for  Educators   Phase 4: Experimentation Make something! I  have  an  idea.   How  do  I  build  it?  
  38. 38. What are the key issues? What can I try to address the issues? What do I need?
  39. 39. DT  for  Educators   Phase 5: Evolution Keep it going! I  tried  something  new.   How  do  I  evolve  it?  
  40. 40. What are the key issues? What can I try to address the issues? What do I need?
  41. 41. Influence  of  Design?   a nisis es & DDsis g a eeg b Designinenablorle to reprptoatestochange ThenedGreatt s ioc ss ffu facil end& uise ncehas there r . Unknown! n ed a becauseng g tnobonelmgseolvi echnle o right o is proanswer
  42. 42. How  do  I  tap  into  the   poten6al  that  design   has  to  offer?   How  to  escape  educa-on's  death  valley   Sir  Ken  Robinson   FILMED  APR  2013  •  TED  Talks  Educa-on       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  
  43. 43. Thank you! Vikki du Preez and Veronica Barnes For workshop links and videos visit: http://sixdesignhats.wordpress.com
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