learning by design: constructing knowledge through design inquiry around educational game...
DESCRIPTION
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.TRANSCRIPT
Learning by Design:
Constructing knowledge through design inquiry around
educational game development
Andrew MiddletonRichard Mather
Susannah Diamond
Learning and IT Services
Session outline
1. Introduction
2. Design activity
3. Discussion
To develop shared understanding of the links between creativity,
design, and inquiry-based learning
About the Creative Development Team
Background
Content design Changing roles Active learning Emerging technologies
► A design-based learning initiative with academic clients and student developer teams.
Facilitation model
ClientsAcademic staff
Developer companiesStudents
Liaison GroupEducational Developers
Learning FacilitatorsTutors
Client focus groupStudents
Summary of outcomes
Student commitment to authenticity of design process
Student developers gained high levels of subject knowledge
Staff considered alternative approaches to teaching.
► Could design-based learning be of wider interest?
Design-based learning
Design based learning involvesapplying, extrapolating, integrating
and synthesising knowledge
(Perrenet et al. 1999)
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)
The natural sciences are concerned with how things are.... Design, on the other hand, is concerned with how things ought to be, with devising artifacts to attain goals.
(Simon, cited in Davis, 1999)
Design-based learning
Design based learning is learning throughapplying creativity to solve problems.
Design-based learning
Design activity - Scenario
Image Credit: Lewis Elementary School, Portland Oregon
Design activity - role definitions
Designer
►Ask questions to refine the needs
►Provide professional advice
Client
►Explain your requirements
►Consider your stakeholders
Discussion
Deconstructing design based learning: What are the benefits?
Process or product: Which is important?
Immersion or light touch: Where do you stand?
Embedding and integrating: Is it relevant for you?
What are the benefits?
How does design based learning relate to the following?
Professionalisation Activation Co-operation Creativity Integration Multidisciplinarity
Categories from Wijnen, 2000
Process or product?
1. Learning subject-based content through a process of design?
2. Learning the problem-solving professional skills associated with design-based occupations?
Do you see the benefits of design based learning as:
Process or product?
"In IL [Inquiry Learning], students learn content as well as discipline-specific reasoning skills and practices (often in scientific disciplines) by collaboratively engaging in investigations."
(Hmelo-Silver et al., 2007)
Process or product?
1. Learning subject-based content through a process of design?
2. Learning the problem-solving professional skills associated with design-based occupations?
Do you see the benefits of design based learning as:
Immersion or light touch:Where do you stand?
Design-based learning can be:
Quick interactive interventions
Medium length assessed work
Fundamental to a curriculum
"To implement a problem-solving-through-design approach, professors should:
• reconceptualize curriculum as problems,• place students in the role of designers, and • reconfigure classrooms as design studios. "
(Nelson, 2003)
Immersion or light touch:Where do you stand?
Immersion or light touch:Where do you stand?
Embedding and integrating:Is it relevant for you?
Could you apply design based learning in your subject area?
Design based learning is learning throughapplying creativity to solve problems.
References
Davis, M. (1999) Design Knowledge: Broadening the Content Domain of Art Education. Arts Education Policy Review; 101(2) 27-32
Davis, M. (1998) Making a Case for Design-based Learning. Arts Education Policy Review, 100(2), 7-14
Hmelo-Silver, D., & Chinn. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) Educational Psychologist, 42(2), 99–107
Nelson, W.A. (2003) Problem Solving Through Design, New Directions for Teaching and Learning, 95, 39-44
Perrenet, J., Bouhuijs, P., & Smits, J. (2000). The Suitability of Problem-based Learning for Engineering Education: theory and practice. Teaching in Higher Education, 5(3), 345 - 358
Wijnen, W. (1999) Towards Design-Based Learning. Technische Universiteit Eindhoven, Educational Service Centre