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Learning by design: constructing knowledge through design inquiry around educational game development
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Learning by design: constructing knowledge through design inquiry around educational game development

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A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). …

A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.

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    • 1. Learning by Design: Constructing knowledge through design inquiry around educational game development Andrew Middleton Richard Mather Susannah Diamond Learning and IT Services
    • 2. Session outline
      • Introduction
      • Design activity
      • Discussion
      To develop shared understanding of the links between creativity, design, and inquiry-based learning
    • 3. About the Creative Development Team
    • 4. Background
      • Content design
      • Changing roles
      • Active learning
      • Emerging technologies
      • ► A design-based learning initiative with academic clients and student developer teams.
    • 5. Facilitation model Clients Academic staff Developer companies Students Liaison Group Educational Developers Learning Facilitators Tutors Client focus group Students
    • 6. 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?
    • 7. Design-based learning Design based learning involves applying, extrapolating, integrating and synthesising knowledge (Perrenet et al. 1999)
    • 8. 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)
    • 9. 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)
    • 10. Design-based learning Design based learning is learning through applying creativity to solve problems.
    • 11. Design activity - Scenario Image Credit: Lewis Elementary School, Portland Oregon
    • 12. Design activity - role definitions
      • Designer
      • Ask questions to refine the needs
      • Provide professional advice
      • Client
      • Explain your requirements
      • Consider your stakeholders
    • 13. 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?
    • 14. 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
    • 15. 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:
    • 16. 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)
    • 17. 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:
    • 18. Immersion or light touch: Where do you stand?
      • Design-based learning can be:
      • Quick interactive interventions
      • Medium length assessed work
      • Fundamental to a curriculum
    • 19. 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)
    • 20. Immersion or light touch: Where do you stand?
    • 21. 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.
    • 22. 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

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