Learning by Design: Constructing knowledge through design inquiry around educational game development Andrew Middleton Richard Mather Susannah Diamond Learning and IT Services

Session outline Introduction Design activity Discussion To develop shared understanding of the links between creativity, design, and inquiry-based learning

Introduction

Design activity

Discussion

About the Creative Development Team

Background Content design Changing roles Active learning Emerging technologies ► A design-based learning initiative with academic clients and student developer teams.

Content design

Changing roles

Active learning

Emerging technologies

► A design-based learning initiative with academic clients and student developer teams.

Facilitation model Clients Academic staff Developer companies Students Liaison Group Educational Developers Learning Facilitators Tutors Client focus group Students

Summary of outcomes Student commitment to authenticity of design process Student developers gained high levels of subject knowledge Staff considered alternative approaches to teaching. ► Could design-based learning be of wider interest?

Student commitment to authenticity of design process

Student developers gained high levels of subject knowledge

Staff considered alternative approaches to teaching.

► Could design-based learning be of wider interest?

Design-based learning Design based learning involves applying, extrapolating, integrating and synthesising knowledge (Perrenet et al. 1999)

Design-based learning The sciences value objectivity, rationality, neutrality, and a concern for the "truth:' . . . The humanities value subjectivity, imagination, commitment, and a concern for "justice.". . . Design has its own distinct things to know, ways of knowing them, and ways of finding out about them. (Cross 1983, 221-22, cited in Davis, 1998)

Design-based learning The natural sciences are concerned with how things are.... Design , on the other hand, is concerned with how things ought to be, with devising artifacts to attain goals. (Simon, cited in Davis, 1999)

Design-based learning Design based learning is learning through applying creativity to solve problems.

Design activity - Scenario Image Credit: Lewis Elementary School, Portland Oregon

Design activity - role definitions Designer Ask questions to refine the needs Provide professional advice Client Explain your requirements Consider your stakeholders

Designer

Ask questions to refine the needs

Provide professional advice

Client

Explain your requirements

Consider your stakeholders

Discussion Deconstructing design based learning: What are the benefits? Process or product: Which is important? Immersion or light touch: Where do you stand? Embedding and integrating: Is it relevant for you?

Deconstructing design based learning: What are the benefits?

Process or product: Which is important?

Immersion or light touch: Where do you stand?

Embedding and integrating: Is it relevant for you?

What are the benefits? How does design based learning relate to the following? Professionalisation Activation Co-operation Creativity Integration Multidisciplinarity Categories from W ijnen, 2000

How does design based learning relate to the following?

Professionalisation

Activation

Co-operation

Creativity

Integration

Multidisciplinarity

Process or product? Learning subject-based content through a process of design? Learning the problem-solving professional skills associated with design-based occupations? Do you see the benefits of design based learning as:

Learning subject-based content through a process of design?

Learning the problem-solving professional skills associated with design-based occupations?

Process or product? "In IL [Inquiry Learning], students learn content as well as discipline-specific reasoning skills and practices (often in scientific disciplines) by collaboratively engaging in investigations." (Hmelo-Silver et al., 2007)

Process or product? Learning subject-based content through a process of design? Learning the problem-solving professional skills associated with design-based occupations? Do you see the benefits of design based learning as:

Learning subject-based content through a process of design?

Learning the problem-solving professional skills associated with design-based occupations?

Immersion or light touch: Where do you stand? Design-based learning can be: Quick interactive interventions Medium length assessed work Fundamental to a curriculum

Design-based learning can be:

Quick interactive interventions

Medium length assessed work

Fundamental to a curriculum

Immersion or light touch: Where do you stand? "To implement a problem-solving-through-design approach, professors should: reconceptualize curriculum as problems, place students in the role of designers, and reconfigure classrooms as design studios. " (Nelson, 2003)

"To implement a problem-solving-through-design approach, professors should:

reconceptualize curriculum as problems,

place students in the role of designers, and

reconfigure classrooms as design studios. "

(Nelson, 2003)

Immersion or light touch: Where do you stand?

Embedding and integrating: Is it relevant for you? Could you apply design based learning in your subject area? Design based learning is learning through applying creativity to solve problems.

Could you apply design based learning in your subject area?

References Davis, M. (1999) Design Knowledge: Broadening the Content Domain of Art Education. Arts Education Policy Review ; 101(2) 27-32 Davis, M. (1998) Making a Case for Design-based Learning. Arts Education Policy Review , 100(2), 7-14 Hmelo-Silver, D., & Chinn. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) Educational Psychologist , 42(2), 99–107 Nelson, W.A. (2003) Problem Solving Through Design, New Directions for Teaching and Learning , 95, 39-44 Perrenet, J., Bouhuijs, P., & Smits, J. (2000). The Suitability of Problem-based Learning for Engineering Education: theory and practice. Teaching in Higher Education , 5(3), 345 - 358 Wijnen, W. (1999) Towards Design-Based Learning . Technische Universiteit Eindhoven, Educational Service Centre

Davis, M. (1999) Design Knowledge: Broadening the Content Domain of Art Education. Arts Education Policy Review ; 101(2) 27-32

Davis, M. (1998) Making a Case for Design-based Learning. Arts Education Policy Review , 100(2), 7-14

Hmelo-Silver, D., & Chinn. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) Educational Psychologist , 42(2), 99–107

Nelson, W.A. (2003) Problem Solving Through Design, New Directions for Teaching and Learning , 95, 39-44

Perrenet, J., Bouhuijs, P., & Smits, J. (2000). The Suitability of Problem-based Learning for Engineering Education: theory and practice. Teaching in Higher Education , 5(3), 345 - 358

Wijnen, W. (1999) Towards Design-Based Learning . Technische Universiteit Eindhoven, Educational Service Centre