Learning by design: constructing knowledge through design inquiry around educational game development

50 %
50 %
Information about Learning by design: constructing knowledge through design inquiry around...

Published on June 26, 2008

Author: cilass.slideshare

Source: slideshare.net

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.

Learning by Design: Constructing knowledge through design inquiry around educational game development Andrew Middleton Richard Mather Susannah Diamond Learning and IT Services

Session outline Introduction Design activity Discussion To develop shared understanding of the links between creativity, design, and inquiry-based learning

Introduction

Design activity

Discussion

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.

Content design

Changing roles

Active learning

Emerging technologies

► A design-based learning initiative with academic clients and student developer teams.

Facilitation model Clients Academic staff Developer companies Students Liaison Group Educational Developers Learning Facilitators Tutors Client focus group Students

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?

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 involves applying, 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)

Design-based learning 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 through applying creativity to solve problems.

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

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?

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 W ijnen, 2000

How does design based learning relate to the following?

Professionalisation

Activation

Co-operation

Creativity

Integration

Multidisciplinarity

Process or product? Learning subject-based content through a process of design? Learning the problem-solving professional skills associated with design-based occupations? Do you see the benefits of design based learning as:

Learning subject-based content through a process of design?

Learning the problem-solving professional skills associated with design-based occupations?

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? Learning subject-based content through a process of design? Learning the problem-solving professional skills associated with design-based occupations? Do you see the benefits of design based learning as:

Learning subject-based content through a process of design?

Learning the problem-solving professional skills associated with design-based occupations?

Immersion or light touch: Where do you stand? Design-based learning can be: Quick interactive interventions Medium length assessed work Fundamental to a curriculum

Design-based learning can be:

Quick interactive interventions

Medium length assessed work

Fundamental to a curriculum

Immersion or light touch: Where do you stand? "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)

"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?

Embedding and integrating: Is it relevant for you? Could you apply design based learning in your subject area? Design based learning is learning through applying creativity to solve problems.

Could you apply design based learning in your subject area?

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

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

Add a comment

Related presentations

Related pages

Learning by design: constructing knowledge through design ...

Learning by design: constructing knowledge through design enquiry around educational game development
Read more

Reflective learning across online discussion forums ...

Learning Through Inquiry Report. ... Learning by design: constructing knowledge through design inquiry around educational game development.
Read more

CORE: Connecting Repositories

Learning by design: constructing knowledge through design enquiry around educational game development
Read more

Social Constructivism - Emerging Perspectives on Learning ...

Social Constructivism (learning theory with strong ... Instructional Design & Development master ... the language game. Educational ...
Read more

Education Theory/Constructivism and Social Constructivism ...

Learners construct their knowledge through a ... in constructing knowledge, ... instruction around an interesting topic. The learning ...
Read more

Abstract - Pixel International Conferences

system development of the game ... if a web page game based on inquiry learning ... this study aims to explore how to design an educational meaningful game ...
Read more

A case study of educational game design by kids and for kids

A case study of educational game design by kids ... Learning by design; game ... in the hands of children to encourage knowledge-in-use through
Read more

Student and Tutor Reflections on How They Have Engaged ...

Student and Tutor Reflections on How They Have Engaged with Inquiry Based Learning in a Business School
Read more

Items where SHU Author is "Middleton, Andrew" - Sheffield ...

Audio feedback design: ... learning to use own smart devices for learning and teaching through the 5C framework. In: ... Smart learning : ...
Read more