Presentation of my co-authored paper Innovation Design Engineering: Non-linear progressive education for diverse intakes with Prof Peter Childs at the E and PDE conference 2009
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Waikiki kauhale o-hookipa_scenic_byway-initial_presentations-power_pointPeter T Young
The Hawaii Scenic Byways Program recognizes roads that tell unique stories through their scenic, cultural, recreational, archaeological, natural, and historic qualities. The document then lists several scenic byways in Hawaii and provides details about the Waikiki-Kauhale O Hookipa Byway. It describes Waikiki's intrinsic qualities like being scenic, natural, historic, cultural, and archaeological. It outlines Waikiki's significance as a former royal center and its evolution into a visitor destination while maintaining cultural traditions.
Diplomat design consultancy, history, projects and design methods lectureAshley Hall
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Innovation as a learning process-embedding design thinkingmokshacts
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This document appears to contain past exam questions and answers related to operating systems. It includes specimen exam questions from 2010, 2011, and 2012 on operating systems topics, along with the answers. One question addresses job priorities in an operating system, noting that high priority jobs can interrupt lower priority jobs.
Waikiki kauhale o-hookipa_scenic_byway-initial_presentations-power_pointPeter T Young
The Hawaii Scenic Byways Program recognizes roads that tell unique stories through their scenic, cultural, recreational, archaeological, natural, and historic qualities. The document then lists several scenic byways in Hawaii and provides details about the Waikiki-Kauhale O Hookipa Byway. It describes Waikiki's intrinsic qualities like being scenic, natural, historic, cultural, and archaeological. It outlines Waikiki's significance as a former royal center and its evolution into a visitor destination while maintaining cultural traditions.
Diplomat design consultancy, history, projects and design methods lectureAshley Hall
This document appears to be notes from a design process, listing various projects Ashley Hall has worked on from 1990 to present day including furniture designs for degree shows, companies like Philips, Kanth Industries, Bart, Edra, Zeritalia, and others. It also includes notes about prototypes, digital design processes, tweaking models to make flat faces match between sections.
Innovation as a learning process-embedding design thinkingmokshacts
The document discusses innovation as a learning process that can be applied across sectors such as product development, business models, organizational design, and building/workplace design. It provides background on design thinking and learning theories. Design thinking evolved from viewing design as problem-solving to acknowledging it as a social process. A model of the design process includes analytic and synthetic phases that move between theory and practice. Learning is defined as creating knowledge through transforming experiences, involving concrete experience, reflective observation, abstract conceptualization, and active experimentation in an iterative process.
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
The document discusses best practices for facilitating online discussion groups, including choosing a discussion format or task that suits the intended purpose, such as using case studies, debates, or role plays to drive conceptual understanding or reach a resolution. It also addresses how to motivate student contributions, such as through assessment, explaining the intrinsic value and purpose of the discussion, or setting extended reading and response tasks. The document provides examples from studies on comparing online versus face-to-face discussions and strategies for getting students to read online discussion posts.
5Ziyue YinENGL 111Professor Sooyoung Chung12 November 2.docxevonnehoggarth79783
This document is a cover letter and rhetorical analysis of Sir Ken Robinson's 2006 TED Talk on how schools kill creativity. The analysis examines the rhetorical features of Robinson's speech, including its context, purpose, assumptions, arguments, and intended audience. The student analyzes how Robinson uses anecdotes and humor to engage the audience while making the case that current educational systems over-emphasize academics at the expense of creativity and other talents. The analysis aims to understand the rhetorical strategies and effectiveness of Robinson's key argument that schools must change how they value and incorporate creative subjects and abilities.
Promoting academic innovation by valuing and enabling disruptive designAndrew Middleton
The document discusses promoting academic innovation through collaborative curriculum design. It outlines an approach using principle-based facilitation and scenario-based design to engage multiple stakeholders, including students. This involves a two-day design thinking workshop to define priorities, explore approaches like scenario writing, and devise methods to develop staff and generate new ideas while managing risks. The goal is to disrupt traditional design and encourage dialogue to develop innovative curriculum.
Informal peer critique and the negotiation of habitus in a design studio (AEC...colin gray
Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu’s habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co-construction of habitus by individual students and the design pedagogy.
1. The document discusses how design thinking, a human-centered innovation methodology, can help build creative competence among students. It has been implemented in programs at Stanford University and a design consultancy called IDEO.
2. The article then provides an overview of design thinking, outlining its key elements of understanding user needs, observation, idea generation, prototyping, and testing. It also discusses how IDEO has successfully applied this approach to develop innovative products and solve complex problems.
3. Finally, the author proposes using design thinking to bring more creativity to traditional distance learning programs through new research projects that infuse this methodology. This could help address concerns that current education is limiting students' natural creative abilities.
A Preliminary Study And Research Protocol For Investigating Sociocultural Iss...Samantha Vargas
This document provides a summary of a preliminary study and research protocol to investigate sociocultural issues in instructional design from a global perspective. The study involved a symposium held in Singapore with instructional design professionals and scholars from 10 countries. The goals were to identify a core group to participate in the research, explore the notion of different instructional design cultures, and develop a research protocol. The symposium helped gather baseline data on how instructional design is conducted in different regions and laid the groundwork for a larger international study on how sociocultural factors influence the practices of instructional designers.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The document discusses using an "open design" approach to make better use of open educational resources (OERs) and technologies in learning design. It involves representing learning designs visually using tools like CompendiumLD to make the designs more explicit and shareable. Pedagogical patterns are also proposed as a way to structure designs and distill best practices. The approach was explored in workshops and aimed to help educators more effectively design pedagogically informed learning activities that leverage OERs and technologies.
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This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of...Daniel Davis
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of Supporting Learning Outcomes.
Presented in June 2018 at Learning @ Scale in London, England.
The document analyzes approaches to teaching critical thinking in schools. It discusses special programs that have been implemented, such as explicit instruction programs, as well as embedded and immersion programs. Research finds mixed programs are most effective while immersion programs are least effective. The document also discusses critical pedagogy's view of critical thinking as a way to recognize and overcome oppressive power relations. It proposes open curriculum as an inspiration for reflecting on possibilities of teaching critical thinking differently from special programs. The conclusion characterizes the predominant special program approach as individualistic and instrumentalist, calling for alternative approaches.
The document analyzes approaches to teaching critical thinking in schools. It discusses special programs that have been implemented, such as explicit instruction programs, as well as different theoretical approaches like critical pedagogy. Research shows mixed programs are most effective while immersion programs are least effective. The document concludes that the predominant approach sees critical thinking as an individual, rational process detached from context, and that alternative approaches could view it as social, contextualized, and aimed at recognizing oppressive power structures.
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The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
The document discusses best practices for facilitating online discussion groups, including choosing a discussion format or task that suits the intended purpose, such as using case studies, debates, or role plays to drive conceptual understanding or reach a resolution. It also addresses how to motivate student contributions, such as through assessment, explaining the intrinsic value and purpose of the discussion, or setting extended reading and response tasks. The document provides examples from studies on comparing online versus face-to-face discussions and strategies for getting students to read online discussion posts.
5Ziyue YinENGL 111Professor Sooyoung Chung12 November 2.docxevonnehoggarth79783
This document is a cover letter and rhetorical analysis of Sir Ken Robinson's 2006 TED Talk on how schools kill creativity. The analysis examines the rhetorical features of Robinson's speech, including its context, purpose, assumptions, arguments, and intended audience. The student analyzes how Robinson uses anecdotes and humor to engage the audience while making the case that current educational systems over-emphasize academics at the expense of creativity and other talents. The analysis aims to understand the rhetorical strategies and effectiveness of Robinson's key argument that schools must change how they value and incorporate creative subjects and abilities.
Promoting academic innovation by valuing and enabling disruptive designAndrew Middleton
The document discusses promoting academic innovation through collaborative curriculum design. It outlines an approach using principle-based facilitation and scenario-based design to engage multiple stakeholders, including students. This involves a two-day design thinking workshop to define priorities, explore approaches like scenario writing, and devise methods to develop staff and generate new ideas while managing risks. The goal is to disrupt traditional design and encourage dialogue to develop innovative curriculum.
Informal peer critique and the negotiation of habitus in a design studio (AEC...colin gray
Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu’s habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co-construction of habitus by individual students and the design pedagogy.
1. The document discusses how design thinking, a human-centered innovation methodology, can help build creative competence among students. It has been implemented in programs at Stanford University and a design consultancy called IDEO.
2. The article then provides an overview of design thinking, outlining its key elements of understanding user needs, observation, idea generation, prototyping, and testing. It also discusses how IDEO has successfully applied this approach to develop innovative products and solve complex problems.
3. Finally, the author proposes using design thinking to bring more creativity to traditional distance learning programs through new research projects that infuse this methodology. This could help address concerns that current education is limiting students' natural creative abilities.
A Preliminary Study And Research Protocol For Investigating Sociocultural Iss...Samantha Vargas
This document provides a summary of a preliminary study and research protocol to investigate sociocultural issues in instructional design from a global perspective. The study involved a symposium held in Singapore with instructional design professionals and scholars from 10 countries. The goals were to identify a core group to participate in the research, explore the notion of different instructional design cultures, and develop a research protocol. The symposium helped gather baseline data on how instructional design is conducted in different regions and laid the groundwork for a larger international study on how sociocultural factors influence the practices of instructional designers.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The document discusses using an "open design" approach to make better use of open educational resources (OERs) and technologies in learning design. It involves representing learning designs visually using tools like CompendiumLD to make the designs more explicit and shareable. Pedagogical patterns are also proposed as a way to structure designs and distill best practices. The approach was explored in workshops and aimed to help educators more effectively design pedagogically informed learning activities that leverage OERs and technologies.
What's New at NROC: A Focus on MathematicsJonathan Lopez
The document summarizes the work of the National Research Center (NROC) project to develop open educational resources to improve student success in developmental mathematics courses. The 3-year project aims to (1) develop new online learning content and interventions, (2) engage students, instructors, and administrators in the design process, and (3) create an enterprise for sustainable national distribution. NROC is developing a range of introductory and developmental mathematics content using adaptive learning approaches including tutorials, worked examples, and collaborative projects. It is also creating professional development resources to support implementation.
#cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed O...Allegra Smith
This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of...Daniel Davis
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of Supporting Learning Outcomes.
Presented in June 2018 at Learning @ Scale in London, England.
The document analyzes approaches to teaching critical thinking in schools. It discusses special programs that have been implemented, such as explicit instruction programs, as well as embedded and immersion programs. Research finds mixed programs are most effective while immersion programs are least effective. The document also discusses critical pedagogy's view of critical thinking as a way to recognize and overcome oppressive power relations. It proposes open curriculum as an inspiration for reflecting on possibilities of teaching critical thinking differently from special programs. The conclusion characterizes the predominant special program approach as individualistic and instrumentalist, calling for alternative approaches.
The document analyzes approaches to teaching critical thinking in schools. It discusses special programs that have been implemented, such as explicit instruction programs, as well as different theoretical approaches like critical pedagogy. Research shows mixed programs are most effective while immersion programs are least effective. The document concludes that the predominant approach sees critical thinking as an individual, rational process detached from context, and that alternative approaches could view it as social, contextualized, and aimed at recognizing oppressive power structures.
Reflective Learning with E-Portfolios Mini-Institutedcambrid
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Reflective Learning with E-Portfolios Mini-Institute
Non-linear Paper
1.
2. Innovation Design Engineering: Non-linear progressive education for diverse intakes Ashley Hall – Royal College of Art Professor Peter Childs - Imperial College London
23. REFERENCES [1] Robinson K. Creatively Speaking: Apple education leadership summit 2008, San Francisco California, http://educationinnovation.typepad.com/my_weblog/2008/12/ken-robinson.html. [2] Houghton R. S. A Chaotic Paradigm: An Alternative World View of the Foundations for Educational Enquiry, Doctoral dissertation, University of Wisconsin- Madison, 1989. [3] Glanville R. Variety in Design, Systems Research Vol. 11, No 3 1994. [4] Robinson M. Classroom Control: Some Cybernetic Comments on the Possible and Impossible, Instructional Science , Vol. 8, 1979. [5] Cross N. Natural Intelligence in Design, Design Studies, Vol. 20 January1999. [6] Festinger L. A Theory Of Cognitive Dissonance . 1957 (Evanston, IL: Row, Peterson,) [7] Rittel H. Dilemmas In A General Theory of Planning, Policy Sciences 4 , 1973. [8] Dorst K. and Reymen I. Levels of Expertise in Design Education, TU Delft, 2004. [9] Kelley T. with Littman J. The Art of Innovation , 2001 (Profile Books). [10] Conversation between Prof Jeremy Myerson and a new IDE student circa 2006. [11] Sketch by student Elena Figus as part of ‘I am a brand’ workshop, IDE programme, Nov 2008.
Editor's Notes
Before I talk about intricacies of the programme I would like to describe a little bit about the student input profile.
Sketch illustrating the changing thinking patern of one students – accounting to IDE
Make point about convergent and divergent not being comptible
Mention engineers look for theories to grab onto
Model of 2006-7 course programme-designed to visualise and facilitate the non linear structure. Helps explain the teaching strategies
Plan view showing need for DE element and more programme balance
Animation showing the construction of the model and highlighting the diversity /disparity of the modules
Models of the last three years showing the changes from year to year and the differences of experience. Note greater divergence in early term modules.
Plan view highlighting the DE requirement and again showing increasing non-linearity. Mention strands DFM DE EXP