Design (still) Matters!

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Slides from a presentation at the Building Learning Communities Conference in Boston, MA. 29 July 2011. …

Slides from a presentation at the Building Learning Communities Conference in Boston, MA. 29 July 2011.

(A major redefinition of an earlier presentation: Design Matters!).

A practical exploration of the intersection between visual design, presentation design and instructional design. Every day, several times a day, teachers everywhere are called upon to educate, entertain, elucidate, enlighten and maintain attention and amongst their students. With the advent of interactive white boards and/or video projectors in classrooms everywhere, the intersection of these skills is fast becoming a centrepiece of an educators toolkit. This workshop will model and illustrate concrete ways in which teachers can incorporate these skills into their pedagogical practice.

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  • 1. De Ma sig still tte n rs! ropatwa Da rren Ku ropatwa 2.0 u BY NC-SA .me/dkeira / CCm-munities about ndoinlvg Co Fernrn i ng L e aa S 1 uigltdeiSunset n, 29 July 201 / Bhin hWatc BostoWatching the Sunset / Fernando Silveira / CC BY-NC-SA 2.0
  • 2. <design>
  • 3. Design: last year I said get visual ...
  • 4. Robie House
  • 5. gton D C metro stationWashin
  • 6. "Grand Design" Spiral Galaxy M81
  • 7. e si gnD Robie House
  • 8. e si gn Dfunct ional Robie House
  • 9. e si gn Dfunct ional intentional Robie House
  • 10. e si gn Dfunct ional intentional beautifu l Robie House
  • 11. Why should kids care about learning?
  • 12. Why should kids care about mathematics?
  • 13. Why should kids care about mathematics?job skills, needs of scienceand technology One Of These Buttons Will Get Me Out Of Here / Bart / CC BY-NC 2.0
  • 14. Why should kids care about mathematics? job skills, needs of science and technology essential understanding to be a responsible citizenGirly Giggles / Trent McBride / CC BY-NC 2.0Note: only 48 stars! / David Zeuthen / CC BY-NC-SA 2.0
  • 15. Why should kids care about mathematics? job skills, needs of science and technology essential understanding to be a responsible citizenGirly Giggles / Trent McBride / CC BY-NC 2.0Note: only 48 stars! / David Zeuthen / CC BY-NC-SA 2.0
  • 16. Why should kids care about mathematics? job skills, needs of science and technology curiosity beautyessential understanding to play be a responsible citizen and transcendence
  • 17. Why should kids care about mathematics? curiosity beautyessential understanding to play be a responsible citizen and transcendence
  • 18. Why kids should care about learning.Bubbles / Andrey Zhukov / CC BY-NC 2.0
  • 19. Design: last year I said get visual ...... now I want to tell you about stories
  • 20. What’s your personal narrative ...
  • 21. What’s your personal narrative ... in 4 slides?
  • 22. Can “fun” change behaviour for the better?
  • 23. nounDesign
  • 24. Designverb
  • 25. The Coyote as a designerRoad Runner: Willy Coyote contro Beep-Beep
  • 26. Road Runner: Willy Coyote contro Beep-Beep
  • 27. Tim Hartford on trial and error
  • 28. I think reckless curiosity would be what the world needs now. Andrew Bird Andrew Bird / Guus Krol / CC BY-NC-ND 2.0
  • 29. le ss cur iosity? ning for reck e desi gn learcan w Play & Learn learn by flickr user Mark Brannan http://www.flickr.com/photos/heycoach/1197947341/ Play! by flickr user Matteo Angelino http://www.flickr.com/photos/angelinux/2775107421/
  • 30. </design>
  • 31. <presentations>
  • 32. Hypnotizing Chickens a pre-modern presentation
  • 33. Hypnotizing Chickens a modern presentation
  • 34. Hypnotizing Chickens a post-modern presentation Little chicken by flickr user Lovro67 http://www.flickr.com/photos/30978323@N02/3755800512/
  • 35. Why “Hypnotizing Chickens”?
  • 36. avoid ... Death By PowerPoint
  • 37. Dave Olson / kris krüg / http://creativecommons.org/licenses/by-sa/2.0/
  • 38. Dave Olson / kris krüg / http://creativecommons.org/licenses/by-sa/2.0/
  • 39. I Lied To Danielhttp://www.youtube.com/watch?v=FcTtD50GcxY
  • 40. Friday of Wrath - 28 January, 2011 - Part 15: Qasr El Nile Bridgehttp://www.youtube.com/watch?v=s1ZsTOu_7Zs
  • 41. bride has massive Hair Wig Out (ORIGINAL)http://www.youtube.com/watch?v=_nFDnC8SSWQ
  • 42. One World
  • 43. One World
  • 44. Bonnie Bassler teaches biology
  • 45. Bonnie Bassler @ TED
  • 46. Bonnie Bassler @ TED #slides 5
  • 47. Bonnie Bassler @ TED #slides 5 uses a “black slide” (so really 6 slides)
  • 48. Bonnie Bassler @ TED #slides 5 uses a “black slide” (so really 6 slides) time taken 1min 37 sec
  • 49. Bonnie Bassler @ TED Simplifies complex ideas
  • 50. Bonnie Bassler @ TED Simplifies complex ideas Unexpected bacteria vrs human
  • 51. Bonnie Bassler @ TED Simplifies complex ideas Unexpected bacteria vrs human Credible (Dr. Bassler)
  • 52. Bonnie Bassler @ TED Simplifies complex ideas Unexpected bacteria vrs human Credible (Dr. Bassler) Concrete (bacteria)
  • 53. Bonnie Bassler @ TED Simplifies complex ideas Unexpected bacteria vrs human Credible (Dr. Bassler) Concrete (bacteria) Emotional (passion & laughter)
  • 54. Bonnie Bassler @ TED Simplifies complex ideas Unexpected bacteria vrs human Credible (Dr. Bassler) Concrete (bacteria) Emotional (passion & laughter) Story (wanna know how it ends?)
  • 55. SimpleUnexpectedCredibleConcreteEmotionalStoriess
  • 56. If you can’t explain it simply, youdon’t understand it well enough.
  • 57. Eric Berlow: How Complexity Leads to Simplicity
  • 58. </presentations>
  • 59. <teaching>
  • 60. A Pedagogical Framework x =
  • 61. Three (practices and) principles
  • 62. Three (practices and) principles
  • 63. Studentsʼ Errors and Misconceptions(Principle 1) Based on Previous LearningStudents come to the classroom with conceptions of numbers grounded intheir whole-number learning that lead them astray in the world of rationalnumbers; e.g. multiplying always makes numbers bigger. x = Teachers must engage studentsʼ preconceptions
  • 64. Understanding requires factual knowledge and conceptual frameworks The Knowledge Network:(Principle 2) New Concepts and New Applications
  • 65. 34
  • 66. 0.753/4 3:4 3 4 $0.75 75%
  • 67. 0.753/4 3:4 3 4 $0.75 75%
  • 68. 0.753/4 3:4 3 4 $0.75 75%
  • 69. 0.753/4 3:4 3 4 $0.75 75%
  • 70. 0.753/4 3:4 3 4 $0.75 75%
  • 71. kn owl edge isn’t s in our head een us ’s b etw it David Weinberger Everything is Miscellaneous
  • 72. Principle 3Learning is facilitated through theuse of metacognitive strategies ... A metacognitive approach enables student self-monitoring
  • 73. eror analysis
  • 74. Find the error ...
  • 75. community
  • 76. community
  • 77. A Pedagogical Framework x =
  • 78. Short Term Assignments
  • 79. the flickr® assignment 76
  • 80. an Amazing Story of Sharing
  • 81. What is descriptive language, and why is it important to your writing? (Brooksies Symbolic)
  • 82. WHAT IM READING NOW / Chris / CC BY-NC-SA 2.0
  • 83. WHAT IM READING NOW / Chris / CC BY-NC-SA 2.0
  • 84. Analogy is the motorof the car of thought. untitled / null0 / CC BY 2.0
  • 85. analogy:thinking :: motor:car untitled / null0 / CC BY 2.0
  • 86. How can we use analogical thinking to drive our students thought?
  • 87. How can we use analogical thinking to drive our students thought? Share one rich analogy.
  • 88. How can we use analogical thinking to drive our students thought? Share one rich analogy. tweet it & tag it: #designmatters
  • 89. What does Pi sound like?
  • 90. </teaching>
  • 91. <learning>
  • 92. Principle 6 The practices and activities in which people engage while learning shape what is learned. from NAP: Learning and Understanding
  • 93. enc oun le y ltip ly b con ter ing tex mu n the in t is o ts t sam und hat e de work I ers stu den p tan ee ts c ad the din go f an con lop at ve ce p t ep t ncco
  • 94. Storytellingcontextualizes learning
  • 95. C O N TA C T Darren Kuropatwa about.me/dkuropatwa or txt: dkuropatwa to: 50500 <end> 2.0 C-SA C BY-N ei ra / C o Silv r nand t / Fe Sunse hing theWatcWatching the Sunset / Fernando Silveira / CC BY-NC-SA 2.0