<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:georss="http://www.georss.org/georss" xmlns:geo="http://www.w3.org/2003/01/geo/wgs84_pos#" xmlns:media="http://search.yahoo.com/mrss/"
		>
<channel>
	<title>Comments for Designed for learning</title>
	<atom:link href="http://designedforlearning.wordpress.com/comments/feed/" rel="self" type="application/rss+xml" />
	<link>http://designedforlearning.wordpress.com</link>
	<description>learning - teaching - research - design - technology</description>
	<lastBuildDate>Thu, 17 Jan 2013 20:35:04 +0000</lastBuildDate>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.com/</generator>
	<item>
		<title>Comment on Innovating Pedagogy 2012 by edtech - theory &#124; Annotary</title>
		<link>http://designedforlearning.wordpress.com/2012/11/14/innovating-pedagogy-2012/#comment-449</link>
		<dc:creator><![CDATA[edtech - theory &#124; Annotary]]></dc:creator>
		<pubDate>Thu, 17 Jan 2013 20:35:04 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/2012/11/14/innovating-pedagogy-2012/#comment-449</guid>
		<description><![CDATA[[...] Share   designedforlearning.wordpress.com &#160; &#160; &#160; 1 month [...]]]></description>
		<content:encoded><![CDATA[<p>[...] Share   designedforlearning.wordpress.com &nbsp; &nbsp; &nbsp; 1 month [...]</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on Innovating Pedagogy 2012 by Pedagogy, Technology and the Search for Inspiration &#124; Doug Woods</title>
		<link>http://designedforlearning.wordpress.com/2012/11/14/innovating-pedagogy-2012/#comment-445</link>
		<dc:creator><![CDATA[Pedagogy, Technology and the Search for Inspiration &#124; Doug Woods]]></dc:creator>
		<pubDate>Wed, 09 Jan 2013 11:24:49 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/2012/11/14/innovating-pedagogy-2012/#comment-445</guid>
		<description><![CDATA[[...] Innovating Pedagogy 2012 (designedforlearning.wordpress.com) [...]]]></description>
		<content:encoded><![CDATA[<p>[...] Innovating Pedagogy 2012 (designedforlearning.wordpress.com) [...]</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by Derek Jones</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-424</link>
		<dc:creator><![CDATA[Derek Jones]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 20:41:31 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-424</guid>
		<description><![CDATA[Now we&#039;re getting into my other area of research(!) - Building Information Modelling (BIM). (sort of what it is(ish): http://prezi.com/bf1pqr6smbse/bim-scotland/ )

Looking at how we can communicate and make sense of qualitative data like this just now. My current thinking is that it&#039;s probably not possible - we would end up with too much information with very few efficient validation mechanisms and there is absolutely nothing in the current industry that values this as a mainstream method of design. Here&#039;s a hint at why wrt information : http://designthinkingthoughts.blogspot.co.uk/2012/08/information-theory-in-bim-1.html

But that doesn&#039;t mean we shouldn&#039;t try. The Acropolis example I chucked in above is there because the designers created that &#039;object&#039; on site. There are elements carefully placed on that site that have been done only with consideration of the journey through the site (Athena comes into (and out of) view too nicely... more like a cinematic event). The conception was a shared one sketched out on site - this is perhaps the closest we can get to realising this level of complexity and conception (and it was arguably simple in that it was a religio-socio-cultural artifact, not a messy interstitial, culturally ambiguous apolitical building).

It&#039;s maybe a problem of embodiment itself. If I were to record myself designing a building I would only be recording the artifacts and representations I produce. How would I record the nebulous intention or conception that can only be expressed through (necessarily) imprecise language that needs conversation to convey its meaning...]]></description>
		<content:encoded><![CDATA[<p>Now we&#8217;re getting into my other area of research(!) &#8211; Building Information Modelling (BIM). (sort of what it is(ish): <a href="http://prezi.com/bf1pqr6smbse/bim-scotland/" rel="nofollow">http://prezi.com/bf1pqr6smbse/bim-scotland/</a> )</p>
<p>Looking at how we can communicate and make sense of qualitative data like this just now. My current thinking is that it&#8217;s probably not possible &#8211; we would end up with too much information with very few efficient validation mechanisms and there is absolutely nothing in the current industry that values this as a mainstream method of design. Here&#8217;s a hint at why wrt information : <a href="http://designthinkingthoughts.blogspot.co.uk/2012/08/information-theory-in-bim-1.html" rel="nofollow">http://designthinkingthoughts.blogspot.co.uk/2012/08/information-theory-in-bim-1.html</a></p>
<p>But that doesn&#8217;t mean we shouldn&#8217;t try. The Acropolis example I chucked in above is there because the designers created that &#8216;object&#8217; on site. There are elements carefully placed on that site that have been done only with consideration of the journey through the site (Athena comes into (and out of) view too nicely&#8230; more like a cinematic event). The conception was a shared one sketched out on site &#8211; this is perhaps the closest we can get to realising this level of complexity and conception (and it was arguably simple in that it was a religio-socio-cultural artifact, not a messy interstitial, culturally ambiguous apolitical building).</p>
<p>It&#8217;s maybe a problem of embodiment itself. If I were to record myself designing a building I would only be recording the artifacts and representations I produce. How would I record the nebulous intention or conception that can only be expressed through (necessarily) imprecise language that needs conversation to convey its meaning&#8230;</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by Derek Jones</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-423</link>
		<dc:creator><![CDATA[Derek Jones]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 20:12:26 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-423</guid>
		<description><![CDATA[This is perhaps what we *should* do but in reality, all too often the object overtakes the design in many, many ways. So I might start with the conception of changing what you think about drinking coffee but I end up sorting out all the details (such as water-proofing, materials, manufacture, etc). At each stage, I *should* ask &#039;will this still change Yishay&#039;s mind about coffee?&#039;

For the coffee cup here, life is simple - we only have one immediate design conception but I&#039;ll bet there would be more (or a single more complex one). Even with that example, I could easily respond by designing a super-glue laced cup which would most definitely change your attitude to drinking coffee (from a cup designed by me). In reality, the conception here would be much more complex.

So there is only so much complexity we can handle in our minds and I (designer) might need to get rid of options by communication with you - this is where the semiotics kicks in and your point about hoping we share a language is important. Believe it or not, in a good design process, a lot of time is doing precisely this - aligning our language. So I wouldn&#039;t just do a porcelain cone to hope that you understand, I would do that to test your understanding, learn where I understand more, where you understand more, and slowly we reach a shared language.

As another example, the ODS2.0 requirement &#039;searchy&#039; came from this - everyone understands what it means in their own way but until we start to talk about what this means with respect to each other, we don&#039;t get anywhere (and a lot of problems (a *lot*) in architecture arise through this simple difference between expectation and reality.]]></description>
		<content:encoded><![CDATA[<p>This is perhaps what we *should* do but in reality, all too often the object overtakes the design in many, many ways. So I might start with the conception of changing what you think about drinking coffee but I end up sorting out all the details (such as water-proofing, materials, manufacture, etc). At each stage, I *should* ask &#8216;will this still change Yishay&#8217;s mind about coffee?&#8217;</p>
<p>For the coffee cup here, life is simple &#8211; we only have one immediate design conception but I&#8217;ll bet there would be more (or a single more complex one). Even with that example, I could easily respond by designing a super-glue laced cup which would most definitely change your attitude to drinking coffee (from a cup designed by me). In reality, the conception here would be much more complex.</p>
<p>So there is only so much complexity we can handle in our minds and I (designer) might need to get rid of options by communication with you &#8211; this is where the semiotics kicks in and your point about hoping we share a language is important. Believe it or not, in a good design process, a lot of time is doing precisely this &#8211; aligning our language. So I wouldn&#8217;t just do a porcelain cone to hope that you understand, I would do that to test your understanding, learn where I understand more, where you understand more, and slowly we reach a shared language.</p>
<p>As another example, the ODS2.0 requirement &#8216;searchy&#8217; came from this &#8211; everyone understands what it means in their own way but until we start to talk about what this means with respect to each other, we don&#8217;t get anywhere (and a lot of problems (a *lot*) in architecture arise through this simple difference between expectation and reality.</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by Derek Jones</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-422</link>
		<dc:creator><![CDATA[Derek Jones]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 19:57:17 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-422</guid>
		<description><![CDATA[...and as you can tell, I can&#039;t type with my thumbs (should have read Bateson and Schön, not Bereson and Scon (that sounds like a bakery)).

Paper on the life of Schön is :
Waks, Leonard J (2001) ‘Donald Schon ’ s Philosophy of Design and Design Education’, International Journal of Technology and Design Education, 11(Walsh 1997), pp. 37–51.]]></description>
		<content:encoded><![CDATA[<p>&#8230;and as you can tell, I can&#8217;t type with my thumbs (should have read Bateson and Schön, not Bereson and Scon (that sounds like a bakery)).</p>
<p>Paper on the life of Schön is :<br />
Waks, Leonard J (2001) ‘Donald Schon ’ s Philosophy of Design and Design Education’, International Journal of Technology and Design Education, 11(Walsh 1997), pp. 37–51.</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by nadera.bishara@edtech.haifa.ac.il</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-421</link>
		<dc:creator><![CDATA[nadera.bishara@edtech.haifa.ac.il]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 18:03:27 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-421</guid>
		<description><![CDATA[&quot;representation in architecture has a wide range of functions and reasons.&quot;
i believe that the design process can be described as a non linear spiral, since  a new level it may lead to a new design, one did not think of. yet, it is difficult to think of an absolute scope for defining    or articulating the process it self and meaning that the designer wished for]]></description>
		<content:encoded><![CDATA[<p>&#8220;representation in architecture has a wide range of functions and reasons.&#8221;<br />
i believe that the design process can be described as a non linear spiral, since  a new level it may lead to a new design, one did not think of. yet, it is difficult to think of an absolute scope for defining    or articulating the process it self and meaning that the designer wished for</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by Derek jones</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-420</link>
		<dc:creator><![CDATA[Derek jones]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 17:13:25 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-420</guid>
		<description><![CDATA[Bereson&#039;s blind man has already started. If he taps, he is already embodied...

Scon&#039;s a bit trickier. He was actually a philosopher before he moved to observation of design (on train so will dig out a great paper on him later). He does (IMHO) have his own voice in philosophy so I wouldn&#039;t like to say. I suspect it is but with a Schon-type twist. Will have a think about that one (tunnel approaches)]]></description>
		<content:encoded><![CDATA[<p>Bereson&#8217;s blind man has already started. If he taps, he is already embodied&#8230;</p>
<p>Scon&#8217;s a bit trickier. He was actually a philosopher before he moved to observation of design (on train so will dig out a great paper on him later). He does (IMHO) have his own voice in philosophy so I wouldn&#8217;t like to say. I suspect it is but with a Schon-type twist. Will have a think about that one (tunnel approaches)</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by yishaym</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-419</link>
		<dc:creator><![CDATA[yishaym]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 16:38:33 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-419</guid>
		<description><![CDATA[My good friend Irenee Scalbert has pointed me to Latour&#039;s &quot;A Cautious Prometheus?&quot; (2008). Latour lists 5 &quot;advantages&quot; of design, which are humility, attentiveness to detail, semiotic skills (considering meaning), remedial intent (design is always redesign - improving something to solve a problem) an ethical dimension - pursuing values. Latour then highlights the work of Peter Sloterdijk, and concludes with a challenge:

&quot;Now here is the challenge: In its long history, design practice has done a marvellous job of  inventing the practical skills for drawing objects, from architectural drawing,  mechanic blueprints, scale models, prototyping etc. But what has always been missing from those marvellous drawings (designs in the literal sense) are  an impression of the controversies and the many contradicting stake holders that are born within with these. 
[...] four hundred years after the invention of perspective drawing, three hundred years after projective geometry, fifty years after the development of CAD computer screens, we are still utterly unable to draw together, to simulate, to materialize, to approximate, to  fully  model  to  scale, what  a thing in all of its complexity, is.
[..] So here is the question I wish to raise to designers: where are the visualization tools that allow the contradictory and controversial nature of matters of concern to be represented?
[..] What is needed instead are tools that capture what have always been the hidden practices of modernist innovations: objects have always been projects; matters of fact have always been matters of concern.&quot;



Latour, B. (2008), A Cautious Prometheus? A Few Steps Toward a Philosophy of Design (with Special Attention to Peter Sloterdijk), in Jonathn Glynne Fiona Hackne &amp; Viv Minto, ed., &#039;Proceedings of the 2008 Annual International Conference of the Design History Society, Universal Publishers&#039; , pp. 2-10. &lt;a href=&quot;http://www.bruno-latour.fr/node/69&quot; target=&quot;_blank&quot; rel=&quot;nofollow&quot;&gt;http://www.bruno-latour.fr/node/69&lt;/a&gt;]]></description>
		<content:encoded><![CDATA[<p>My good friend Irenee Scalbert has pointed me to Latour&#8217;s &#8220;A Cautious Prometheus?&#8221; (2008). Latour lists 5 &#8220;advantages&#8221; of design, which are humility, attentiveness to detail, semiotic skills (considering meaning), remedial intent (design is always redesign &#8211; improving something to solve a problem) an ethical dimension &#8211; pursuing values. Latour then highlights the work of Peter Sloterdijk, and concludes with a challenge:</p>
<p>&#8220;Now here is the challenge: In its long history, design practice has done a marvellous job of  inventing the practical skills for drawing objects, from architectural drawing,  mechanic blueprints, scale models, prototyping etc. But what has always been missing from those marvellous drawings (designs in the literal sense) are  an impression of the controversies and the many contradicting stake holders that are born within with these.<br />
[...] four hundred years after the invention of perspective drawing, three hundred years after projective geometry, fifty years after the development of CAD computer screens, we are still utterly unable to draw together, to simulate, to materialize, to approximate, to  fully  model  to  scale, what  a thing in all of its complexity, is.<br />
[..] So here is the question I wish to raise to designers: where are the visualization tools that allow the contradictory and controversial nature of matters of concern to be represented?<br />
[..] What is needed instead are tools that capture what have always been the hidden practices of modernist innovations: objects have always been projects; matters of fact have always been matters of concern.&#8221;</p>
<p>Latour, B. (2008), A Cautious Prometheus? A Few Steps Toward a Philosophy of Design (with Special Attention to Peter Sloterdijk), in Jonathn Glynne Fiona Hackne &amp; Viv Minto, ed., &#8216;Proceedings of the 2008 Annual International Conference of the Design History Society, Universal Publishers&#8217; , pp. 2-10. <a href="http://www.bruno-latour.fr/node/69" target="_blank" rel="nofollow">http://www.bruno-latour.fr/node/69</a></p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by yishaym</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-418</link>
		<dc:creator><![CDATA[yishaym]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 15:30:35 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-418</guid>
		<description><![CDATA[&quot;In many ways we are not designing an object, we are designing a process with objects in it.&quot;
Isn&#039;t that true to all design? We perceive a certain configuration of mind-body-environment, and wish to engender some change in it. Fundamentally, the change is in the mind. We are not interested in designing barstools for penguins. You design an espresso cup in such a way because you want to change my experience of water steamed through ground roasted seeds. But you cannot affect my mind directly, you cannot describe the change you&#039;re aiming for, so instead you sketch a black porcelain cone, and hope that we share the same semiotics.]]></description>
		<content:encoded><![CDATA[<p>&#8220;In many ways we are not designing an object, we are designing a process with objects in it.&#8221;<br />
Isn&#8217;t that true to all design? We perceive a certain configuration of mind-body-environment, and wish to engender some change in it. Fundamentally, the change is in the mind. We are not interested in designing barstools for penguins. You design an espresso cup in such a way because you want to change my experience of water steamed through ground roasted seeds. But you cannot affect my mind directly, you cannot describe the change you&#8217;re aiming for, so instead you sketch a black porcelain cone, and hope that we share the same semiotics.</p>
]]></content:encoded>
	</item>
	<item>
		<title>Comment on phenomenology, representation, design by yishaym</title>
		<link>http://designedforlearning.wordpress.com/2012/11/28/phenomenology-representation-design/#comment-417</link>
		<dc:creator><![CDATA[yishaym]]></dc:creator>
		<pubDate>Thu, 29 Nov 2012 15:23:15 +0000</pubDate>
		<guid isPermaLink="false">http://designedforlearning.wordpress.com/?p=230#comment-417</guid>
		<description><![CDATA[ah, so the fallacy of subject-object duality is to go down the drain, along with the fallacy of mind-body duality? &quot;Suppose I am a blind man, and I use a stick. I go tap, tap, tap. Where do I start?&quot; (Beteson, 1970)

Does Schön (1984) mean phenomena in the same way when he says: &quot;In answer to the situation&#039;s back-talk, the designer reflects-in-action on the construction of the problem, the strategies of action, or the model of the phenomena, which have been implicit in his moves” 

Bateson, G. (1970), &#039;Form, Substance, and Difference (Alfred Korzybski Memorial Lecture 1970)&#039;, General Semantics Bulletin 37 , 5-13. http://www.rawpaint.com/library/bateson/formsubstancedifference.html 

Schön, D. A. (1984), The reflective practitioner: How professionals think in action , Vol. 5126 , Basic Books .]]></description>
		<content:encoded><![CDATA[<p>ah, so the fallacy of subject-object duality is to go down the drain, along with the fallacy of mind-body duality? &#8220;Suppose I am a blind man, and I use a stick. I go tap, tap, tap. Where do I start?&#8221; (Beteson, 1970)</p>
<p>Does Schön (1984) mean phenomena in the same way when he says: &#8220;In answer to the situation&#8217;s back-talk, the designer reflects-in-action on the construction of the problem, the strategies of action, or the model of the phenomena, which have been implicit in his moves” </p>
<p>Bateson, G. (1970), &#8216;Form, Substance, and Difference (Alfred Korzybski Memorial Lecture 1970)&#8217;, General Semantics Bulletin 37 , 5-13. <a href="http://www.rawpaint.com/library/bateson/formsubstancedifference.html" rel="nofollow">http://www.rawpaint.com/library/bateson/formsubstancedifference.html</a> </p>
<p>Schön, D. A. (1984), The reflective practitioner: How professionals think in action , Vol. 5126 , Basic Books .</p>
]]></content:encoded>
	</item>
</channel>
</rss>
