1. The Theory and Practice of Design for Learning, OEB, Dec. 2011
Hands-on Session – Learning Designer Group – Worksheet
Step 1: defining the context
Design is a process of binding abstract ideas to reality, embedding intentions in objects. It is
therefore inherently contextual. The first step in the act of design is to clearly define the context for
which you are designing.
The Material context
• List the material elements of the context: location, spatial configuration, physical resources,
available technology, etc.
• Draw a picture of the physical environment, with those elements in it.
The social context
• List the actors, groups and institutions participating in the context
• Create a “Persona” representing each type of actor: name it, assign demographic attributes
to it, and describe its characteristics.
• Note the relationships between the various actors, groups and institutions.
The intentional context
List the relevant intentional attributes of the main actors, their –
• Aims and desires
• Beliefs
• Attitudes
• Patterns of behaviour
Step 2: defining the educational challenge
Design is directed to change, “to transform existing states of the world into desired ones” (Simon).
What is the change you wish to affect? What is the pedagogic goal you wish to achieve?
• List the educational aims of your design.
• Note the underpinning values from which these aims are derived.
• Note the underlying theory of learning which guides you.
Step 3: Select Design Patterns and derive conceptual design
Which patterns are closest your context and challenge? How would you adapt them to match your
requirements?
Step 4: story-board a solution
Draw a “comic strip” of the activity you designed, portraying the actors’ action in their context.
Step 5: formalise your design in the Learning Designer tool