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Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
Candidacy Review Presentation: Design for Learning in the Digital Age
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Candidacy Review Presentation: Design for Learning in the Digital Age

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Slide presentation from my MFA Candidacy Review

Slide presentation from my MFA Candidacy Review

Published in: Design, Education, Technology
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  • 1. design forlearningi n t h e d i g i ta l a g ekarin storm woodmfa candidacy review
  • 2. pop quiz # 1 subject : lesson plan : : content :
  • 3. “ If you are a member of that vanishing tribe, the amateurs of fine vintages, you will choose the crystal...
  • 4. “ ...because everything about it is calculated to reveal rather than hide the beautiful thing which it was meant to contain. ”
  • 5. “ ...because everything about it is calculated to reveal rather than hide the beautiful thing which it was meant to contain. — b e a t r i c e ” wa r d e
  • 6. free time age
  • 7. free timemotivation age
  • 8. transformation design studiohello, you look like a teacher
  • 9. on henry jenkins Education should explicitly support participatory media because it mobilizes young people to take action on issues they are passionate about.
  • 10. on ellen lupton& g. abbott miller Like frames, words themselves are subjective: they evoke different meanings for different people.
  • 11. on michael rock It’s true that bad form creates noise. But good form can also be the main inducement to engage with content.
  • 12. visual language studiogood morning
  • 13. technology studiobartlbe
  • 14. on marshall mcluhan As McLuhan argued back in 1960: for 500 years, our thoughts have been shaped through the solitary, even passive study of books.
  • 15. technology studioadvent of digital media:accessible tools + expanding audience
  • 16. marshall mcluhan: “New patterns of perception and sensibility… are subliminally imposed on us all by new structures for codifying and moving information that re-create our sense of... teaching and learning.”
  • 17. louise sandhaus: Cognitive perception is “like a device… filtering and framing my vision and therefore shaping my knowledge and experience. How we think is what we think.”
  • 18. visual language studiomake more
  • 19. on liz sanders Co-creation empowers users and harnesses their sense of ownership, which seems more sustainable to me— and more likely to yield results.
  • 20. transformation design studioplay phone
  • 21. Cross-Disclinary StudioUnseen
  • 22. premises & definitionsthe way in which content is presented or engaged is its form.
  • 23. premises & definitionsthe way in which content is presented or engaged is its form.the form must adapt to existing noise, and it must not create its own noise.
  • 24. premises & definitionsthe way in which content is presented or engaged is its form.the form must adapt to existing noise, and it must not create its own noise.the successful transmission of a signal to a learner is a complex functionof form, noise, and audience.
  • 25. richard saul wurman “When you approach a problem, you must go backward to find the beginning... Only then can you ask yourself the questions that will lead to productive solutions.”
  • 26. andrew blauvelt “Relational design is preoccupied with design’s effects... in the realm of behavior. [It] value[s] the experiential and the participatory... Dewey over Derrida.”
  • 27. more premises & definitionslearning is an internal process. it requires internal motivation.
  • 28. more premises & definitionslearning is an internal process. it requires internal motivation.learning requires engagement with the content.
  • 29. more premises & definitionslearning is an internal process. it requires internal motivation.learning requires engagement with the content.in the absence of motivating content, form itself can be a motivator.
  • 30. Hypothesisrules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
  • 31. Hypothesisrules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
  • 32. Hypothesisrules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
  • 33. Hypothesisrules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
  • 34. pop quiz #2 Andrew Blauvelt: “The history of design can viewed in three successive phases, moving from form to content to .”
  • 35. karin storm wood It’s not about Shakespeare, or mitochondria, or numerators, or the causes of the Civil War.
  • 36. karin storm wood It’s not about Shakespeare, or mitochondria, or numerators, or the causes of the Civil War. It’s about context: The experience of the learners come first.
  • 37. karin storm wood It’s not about Shakespeare, or mitochondria, or numerators, or the causes of the Civil War. It’s about context: The learners’ experience comes first. Content and form follow.
  • 38. karin storm wood thank you.

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