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Learning by developing in a Living Lab


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Presentation by James Stewart at University of Edinburgh Open Knowledge Network event, 28th April 2017

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Learning by developing in a Living Lab

  1. 1. Addressing the ’Wicked’ problems of real life that require multiple skills, approaches and knowledges “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 198). Exploring Post-digital Experiental Education Learning by Developing in a Living Lab
  2. 2. Society DesignData Students staff and citizens
  3. 3. Challenge Learning the messy business of trying to pull together the materiality and relationships of the real world (Law 2007) Our Activities A three year cycle of design and run of Learning by Developing in a Living Lab in 1 semester courses 3x PG Design for Informatics. Stakeholder: Neighbourhood partnerships, and City Waste department 1x UG course Data Design and Society (DDS) Stakeholder: the University Food Strategy team.
  4. 4. Teacher StudentTexts Limited knowledge circulation
  5. 5. Mixed-discipline groups Purposeful bringing together of students with different disciplinary backgrounds to reflect real-life work teams We support students to work within mixed-discipline groups, where they can learn to identify and value their own contribution, and appreciate and respect the perspectives and expertise of others.
  6. 6. Learning by Developing Based on work by Raij, (2006) and Taatila and Raij (2012) , our courses were designed to use an experiential and iterative learning process achieved through search and generation of solutions commonly used within Art and Design education. Students are expected to challenge existing practice. And be taken outside their personal comfort zone New Objects New Data New Relationships
  7. 7. Research Foundations: Based on studies of Social Learning in Innovation Activity theory (Engeström 1986), insights into real-life innovation processes (Williams and Edge, Stewart and Williams 2005 ) Learning by failure, doing and interacting. The meeting of a goal, and achieving closure of a solution or completing a syllabus is second to the learning achieved the process of inquiry and intervention Graduate Skills: Develop Relational and Social awareness and capabilities, Learn how different sorts of incomplete evidence work in messy social context
  8. 8. “FastHack” - Students go to the streets for 2 days to gather data and generate design ideas. “Slow Hack” - All ideas are expected to be developed and iterated at least once with citizens and stakeholders. In a Living Lab Rather than working behind the closed doors of the studio or lab, students work on messy real life challenges set by professionals in public services, for which conventional education leaves the students largely un-prepared.
  9. 9. Collecting data: qualitative, quantitative, experiential. Generating Design ideas and new Data in mixed disciplinary group = new experience Testing and iterating these in the world = new experience Concrete Instantiation = new experience
  10. 10. Training in Evidence and Data competences Scientific and social evidence processes and practices. Supported with online tools, learning modules, open data, public data, new sensor devices, Lorawan Aim: Sharing through CITYSCOPE Students engage with the world though using and creating qualitative, quantitative and machine-sourced ‘data’ as well as through the search for solutions.
  11. 11. IMPACT Students work with citizens, and confront the local political and economic situation through meetings and in testing: this focuses students on external goals, and the multiple dimensions of action and planning needed to ensure their
  12. 12. Open Knowledge Environment New Data Other students New material artefacts Student Teaching pool MentorsStakeholders Citizens New Evidence Artefacts The Team Open Data Sets Knowledge Tools Texts The material City Power structuresEvents
  13. 13. • “Personally, I feel my learning on this course had gone beyond the scope of learning than any other course I have studied so far. In addition to the academic background knowledge and theories of design, I have improved on skills and learned how to conduct and evaluate research.” Too much independence: “Tell us what we are meant to do?” How much project scaffolding is needed? A fair bit. How much is human, how much packaged materials and tools How can we generalise this learning approach? What infrastructure is needed to support “We have learnt to listen to each other’s ideas and be receptive to different viewpoints”
  14. 14. Edinburgh Living Lab for Data-Driven Innovation Edinburgh Living Lab Community of Practice James Stewart, Science, Technology and Innovation; Arno Verhoeven, Design, Ewan Klein, Informatics University of Edinburgh