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Educational
Design Thinking
Rikke Toft Nørgård,
Assistant professor, PhD,
Center for Teaching Development and Digital Medi...
Background
Implementation of
new technologies
and design
processes in
education
Wait? What?
CODING PIRATES FUTURE ISLAND
Fieldworking
Action Research // Research through Design // Grounded Theory
FabLab@School: formal setting
Coding Pirates: i...
Fieldworking
Findings
Fieldwork: General tensions and potentials
Designers dislike education (in theory)
Design processes are hard to d...
Fields of tension
implementing new
technologies
DISCIPLINE: Professional vision (Goodwin, 1994)
TRANSMISSION: Control and ...
Fields of potential
inviting for new participations
EMPATHY: Transcending positions (Empathic design)
 A need for anti-Di...
Fields of potential
inviting for new participations
EMPATHY: Transcending positions (Empathic design)
 A need for anti-Di...
Fast forward
The case of Coding Pirates CUDiM
Currently working on: Coding Pirates as a FUTUREMAKING
TRANSGRESSIVE SPACE (...
Questions // Ponderings
How to turn it into an amazing article?
Moving thinking and practice forward?
Educational Design T...
Thanks for Listening!
LET’S DISCUSS MORE ON
Twitter: @RikkeToftN
Mail: rtoft@tdm.au.dk
Facebook: Rikke Toft Nørgård
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Presentation ethnography and education

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Presentation from the Oxford Ethnography and Education Conference 2015, 22. September, Oxford, UK

Published in: Education
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Presentation ethnography and education

  1. 1. Educational Design Thinking Rikke Toft Nørgård, Assistant professor, PhD, Center for Teaching Development and Digital Media, Aarhus University Twitter: @RikkeToftN // Mail: rtoft.@tdm.au.dk
  2. 2. Background Implementation of new technologies and design processes in education
  3. 3. Wait? What? CODING PIRATES FUTURE ISLAND
  4. 4. Fieldworking Action Research // Research through Design // Grounded Theory FabLab@School: formal setting Coding Pirates: informal setting Researcher / Designer / Educator / Educatee as participants
  5. 5. Fieldworking
  6. 6. Findings Fieldwork: General tensions and potentials Designers dislike education (in theory) Design processes are hard to do (in practice) New discourse/practice/theory needed (third space) Educational design thinking (anti-discipline) Open-ended education (un-structure) Futuremaking spaces (transgression)
  7. 7. Fields of tension implementing new technologies DISCIPLINE: Professional vision (Goodwin, 1994) TRANSMISSION: Control and power (Freire, 1974) STRUCTURE: Rulebound vs freeform (Games & Play Studies) The article is thinking about the potentials of transcending tensions through new participations between Designer  Educator  Educatee  Designer
  8. 8. Fields of potential inviting for new participations EMPATHY: Transcending positions (Empathic design)  A need for anti-Discipline DEMOCRACY: Liberatory equal dialogue (Critical pedagogy)  Transgressing transmission IDEATION: Open-ended teaching & learning (Creative constructionism)  (un)structured design thinking – education in the making The article is thinking about potential future participations in education through educational design thinking Designer  Educator  Educatee  Designer
  9. 9. Fields of potential inviting for new participations EMPATHY: Transcending positions (Empathic design)  A need for anti-Discipline DEMOCRACY: Liberatory equal dialogue (Critical pedagogy)  Transgressing transmission IDEATION: Open-ended teaching & learning (Creative constructionism)  (un)structured design thinking – education in the making The article is thinking about potential future participations in education through educational design thinking Designer  Educator  Educatee  Designer
  10. 10. Fast forward The case of Coding Pirates CUDiM Currently working on: Coding Pirates as a FUTUREMAKING TRANSGRESSIVE SPACE (workshop, laboratory, factory) for working with the merger of democracy, empathy, and ideation through: Working towards ways to invite for, support, and promote engagement, empowerment, and emancipation in interactions and experiences with new technologies in education across ages and stages => This is first steps towards Futuremaking in education as collective creative agency through EDUCATIONAL DESIGN THINKING (anti-discipline for virtuous education) OPEN-ENDED EDUCATION (new structures of how might we?)
  11. 11. Questions // Ponderings How to turn it into an amazing article? Moving thinking and practice forward? Educational Design Thinking – tensions and potentials? OR do I ned to write the ’What is Educational Design Thinking article? Educational Design Thinking– what might it mean? Empathy, democracy, ideation Enagement, empowerment, emancipation Value-based, vision-driven, passionate Open-endedness, futuremaking, ’how might we…?’ Rage Against the Machine – Research as Revolt? Research/Dissemination for All – Across ages, stages, formats
  12. 12. Thanks for Listening! LET’S DISCUSS MORE ON Twitter: @RikkeToftN Mail: rtoft@tdm.au.dk Facebook: Rikke Toft Nørgård

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