This is a presentation that works in combination with my presented DRS2016 Paper, held in Brighton 29.th of June 16 in the Dome Concert Hall. The research is part of my work as an instructor in Communication Design Methodology, Discourse and Reflective Practice. This paper explains on the base of a case study how Communication Design students explore, classify and discuss theoretical knowledge by using design methods. We question how the setting and methodology and subject of the class influences motivation and learning outcomes. Based on the assumption that design degree students are mainly motivated when using visual and tactile skills, a course concept that uses design as a framework to learn information-seeking techniques was implemented to learn teach how to classify, organise and discuss information in a meaningful way. The specific procedure, the outcome and evaluation of the course demonstrate that the students’ motivation is positively influenced by this approach for a number of reasons, e.g. the autonomy of students solving a task, the attribution of time and the form of feedback and last but not least the competition for best design. The paper discusses the educational strategy and correlates the aspects of the case with measures of Keller’s Model of Motivational Instruction (2000). Keywords: design education, design methodology, education

1. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer

2. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Card Game
Creation*
*as a Learning Method

3. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Prof. Birgit Bauer
@Birgit_S_Bauer
Design Concepts
Methodology
Discourse

4. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Card Game Creation as a Learning Method:
1. Question of Motivation in Design
2. Design Framework for a Theory Course
3. Reference to Motivational Theory (ARCS)
4. Examples & Conclusion

5. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Question of Motivation in Design
Design = intrinsic Motivation

6. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
LACMA Snapchat
Question of Motivation in Design
Theory: NOT

7. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Hypothesis:
DESIGN AS A FRAMEWORK
provides many motivational
aspects

8. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Course Setup Design Discourse Com. Design
• 40+ Students 4th Semester
• 8 Sessions à 3 hrs
• Pass/not pass
Goal:
• Desk Research
• Learn information-seeking skills
• Classify information
• Debate information
Design Framework for a Theory Course

9. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Course Setup
Assignment:
Teamwork:
• Create a Card Game (Quartet)
• 4 Cards min. per Student
• Printed Research Poster &
• Cardgame Presentation
Umbrella Theme:
Communication Design and Web 2.0
Design Framework for a Theory Course

10. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer

11. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Reference and Card-Game Structure
A very, very loose reference to
Foucault’s Discourse Analysis
provides structure:
Objects
Definitions
Speakers
Strategies
Reference to Motivational Theory (ARCS)
inspired by Diaz-Bone 2007

12. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Reference to Motivational Theory (ARCS)
Why and how did motivation turn out so well?

13. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Motivational Design is a goal-oriented
design process with a systematic setup.
John M. Keller

14. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
ARCS –
Attention
Relevance
Confidence
Satisfaction
Reference to Motivational Theory (ARCS)

15. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
arouse students’ attention by evoking curiosity,
surprise.
offer content the students identify with as relevant
for themselves.
foster positive expectations e. g. to success
in the learning task
manage extrinsic and intrinsic reinforcement
Reference to Motivational Theory (ARCS)
ARCS –
Attention
Relevance
Confidence
Satisfaction

16. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Reference to Motivational Theory (ARCS)

17. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Reference to Motivational Theory (ARCS)
ARCS –
Attention
Relevance
Confidence
Satisfaction

18. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

19. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

20. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

21. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

22. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

23. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

24. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

25. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

26. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

27. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

28. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

29. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Examples & Conclusion

30. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
PROS
• Works for 40 Students
• Atmosphere
• Sustainable Learning
• Curiosity for Theory
• Strong Identification
with the Project
CONS
• Feedback could be
more structured
• Manage corrections in
the workgroup
• …often depends on
group dynamics
Examples & Conclusion

31. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Conclusion
Design Frameworks can make
Learning and teaching more
satisfying.
The ARCS Model delivers a good tool
to analyse course design iterations.

32. Prof. Birgit Bauer HTW Berlin @Birgit_S_Bauer
Birgit S. Bauer
birgit.bauer@htw-berlin.de
@Birgit_S_Bauer