Learning by design: constructing knowledge through design inquiry around educational game development
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A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
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This document discusses using social bookmarking tools like Delicious and Diigo to support inquiry-based learning. It describes how the author set up bookmarking sites for history students to tag and share sources they found online. Students found this helpful for seminar preparation and developing research skills. While some engagement issues arose, most students felt it improved their thinking and ability to find different types of sources. The author reflected that social bookmarking can effectively support inquiry-based learning when combined with specific tasks and modeling from instructors.
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This document outlines a 3-tiered approach for students to critically evaluate how psychology is presented publicly. Students searched BBC news articles, found related scholarly articles, and reflected on the process. Postgraduate tutors noted that while students were skilled searchers, guidance on information literacy and modeling the full task would be beneficial. Overall, the approach provided a positive learning experience for both undergraduate and postgraduate students by incorporating different teaching methods and linking research to teaching.
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The document discusses using blogs to support inquiry-based learning (IBL) in higher education. It outlines how blogs can aid reflection, collaboration, learning/teaching, dissemination of information, and personalization. Blogs allow students and staff to reflect on their IBL processes, work collaboratively, share resources and ideas, disseminate information to the wider community, and customize their blog for self-expression. The document raises questions about how blogs compare to other tools and how new technologies could further enhance their educational applications.
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The document discusses engaging students in educational development and innovation through the Student Ambassador Network (SAN) at the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS). It provides examples of how the SAN and CILASS have collaborated with students, such as having students represented from the initial bid stage, creating student-friendly materials, and obtaining student input into meetings and projects. Table discussions focused on engaging students in evaluation, scholarship, curriculum planning, and an interdisciplinary network.
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The document discusses how an organization called CILASS promotes inquiry-based learning and information literacy at the University of Sheffield. It provides two scenarios where academic departments want to improve student skills and seeks advice. For the first scenario, involving a new student induction, mentors guide small groups to explore resources and produce a poster. For the second scenario, about embedding skills in seminars, collaborative tasks were designed responding to information literacy skills and new online tutorials were created.
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1) The document describes a 5-year programme at the University of Sheffield called CILASS that aims to promote inquiry-based learning and information literacy skills for undergraduate students.
2) As part of CILASS, the Psychology department implemented a project to critically evaluate how psychology research is presented to the public by having students compare news articles to original research articles.
3) Student feedback indicated that the project was successful in developing their information literacy skills, such as evaluating sources and searching databases, in a way that was engaging through open-ended topics and collaborative work.
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1) CILASS is a 5-year £4.5M programme funded by HEFCE to promote inquiry-based learning impacting over 10,000 students in arts, social sciences, and law.
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CILASS works to develop inquiry-based learning (IBL) at the University of Sheffield through curriculum development projects and learning spaces. IBL approaches involve self-directed student inquiry using techniques like case studies and problem-based learning. Information literacy is key to IBL, equipping students with skills to independently conduct research and develop knowledge. CILASS promotes information literacy through various initiatives like workshops, an information literacy network, and audits to identify how departments can enhance skills development. The goal is to embed information literacy into IBL curriculum design.
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These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
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- 1. Learning by Design: Constructing knowledge through design inquiry around educational game development Andrew Middleton Richard Mather Susannah Diamond Learning and IT Services
- 3. About the Creative Development Team
- 5. Facilitation model Clients Academic staff Developer companies Students Liaison Group Educational Developers Learning Facilitators Tutors Client focus group Students
- 7. Design-based learning Design based learning involves applying, extrapolating, integrating and synthesising knowledge (Perrenet et al. 1999)
- 8. Design-based learning The sciences value objectivity, rationality, neutrality, and a concern for the "truth:' . . . The humanities value subjectivity, imagination, commitment, and a concern for "justice.". . . Design has its own distinct things to know, ways of knowing them, and ways of finding out about them. (Cross 1983, 221-22, cited in Davis, 1998)
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- 10. Design-based learning Design based learning is learning through applying creativity to solve problems.
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