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

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

More in: Education , Technology
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  • 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. 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. 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. Design?   Design is.. . .a process
  • 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. Design?   Products  
  • 7. Design?   Event  
  • 8. Design?   Quality  
  • 9. Design?   Aesthe6c  
  • 10. Design?   Innova6on  
  • 11. Design?   solve . to Design is.. ple. x process .a com lems prob
  • 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. How can the Design  Process  support.. Addressing various learning styles & include technology Learning that considers ALL students
  • 14. Influence  of  Design   Addressing various learning styles & include technology
  • 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. 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. Technology  |  CMAP  &  Similar  Tools  
  • 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. Group  concept  explora6on   context!
  • 20. Technology  |  Pinterest  and  Similar  Tools  
  • 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. Ar6fact  
  • 23. Technology  |  Digital  Storytelling  
  • 24. Technology  |  Prezi  Presenta8on  
  • 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. Technology  |  Prezi  Presenta8on  
  • 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. Influence  of  Design   Learning that considers ALL students
  • 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. 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. Influence  of  Design  
  • 32. Influence  of  Design  
  • 33. I want to design a Set  of  learning  experiences   that  use  technology  to  beHer   meet  the  needs  of  NTS  in  my   classroom?  
  • 34. DT  for  Educators   Phase 1: Discovery Get Curious I  have  a  challenge.     How  do  I  approach  it?  
  • 35. DT  for  Educators   Phase 2: Interpretation Make sense of it all! I  learned  something.   How  do  I  interpret  it?  
  • 36. DT  for  Educators   Phase 3: Ideation Generate new ideas! I  see  an  opportunity.   What  do  I  create?  
  • 37. DT  for  Educators   Phase 4: Experimentation Make something! I  have  an  idea.   How  do  I  build  it?  
  • 38. What are the key issues? What can I try to address the issues? What do I need?
  • 39. DT  for  Educators   Phase 5: Evolution Keep it going! I  tried  something  new.   How  do  I  evolve  it?  
  • 40. What are the key issues? What can I try to address the issues? What do I need?
  • 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. 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. Thank you! Vikki du Preez and Veronica Barnes For workshop links and videos visit: http://sixdesignhats.wordpress.com