Designed for learning

learning – teaching – research – design – technology

My Phd, made practical: “SNaP! Re-using, sharing and communicating designs and design knowledge using scenarios, narratives and patterns”

Mor, Yishay (2013). SNaP! Re-using, sharing and communicating designs and design knowledge using scenarios, narratives and patterns. In: Luckin, Rose; Goodyear, Peter; Grabowski, Barbara and Winters, Niall eds. Handbook of Design in Educational Technology. London: Routledge, (In press).

In order to enable a culture of critical, informed and reflective design practice we need a linguistic framework for communicating design knowledge: the knowledge of the characteristic features of a domain of practice, the challenges which inhabit it, and the established methods of resolving them. Such an infrastructure must “serve two masters”; on one hand, it should adhere to the requirements of scientific rigor, ensuring that the proposed conditions and challenges are genuine and the solutions effective. On the other hand, it should maintain pragmatic adequacy, ensuring that the insights it encapsulates are readily available for practitioners to implement in real-world situations. Several representations have been proposed to this effect: design narratives (Mor, 2011; Barab et al, 2008; Bell, Hoadley and Linn, 2004; Hoadley, 2002; Linn & Hsi, 2000), design principles (Kali, 2006, 2008; Linn, Bell, & Davis, 2004; Merrill, 2002; Quintana et al., 2004; van den Akker, 1999), and design patterns (Derntl & Motschnig-Pitrik, 2005; Goodyear, 2005; Mor & Winters, 2007; Retalis et al, 2006), to name a few. The aim of this chapter is to characterise two of these forms – design narratives and design patterns, and propose a third form – design scenarios, and suggest how these could be embedded in a cycle of reflective learning design.


November 28, 2012 Posted by | Uncategorized | , , , | Leave a comment

phenomenology, representation, design

I’m working on a paper on “the grand challenges of learning design”. One of the issues I’m exploring is representation: what would be a good representational infrastructure for learning design? I thought I should look for analogies in other design practices, e.g. architecture. But then: what are we representing? Reading Jones (2011), I thought: are we representing the object, or the phenomena? What does an architectural drawing capture? And to what purpose? Is it a contract between designer, inhabitant, builder? Or is it a metaphor for a lived experience? Or maybe that’s what sketches are for – as Tversky & Suwa (below) note – sketches allow the designer to express “what the designer wants to create”, overlaying spatial information with functional properties. So are sketches our way of articulating phenomena?
Then there’s Latour and Yaneva who are not the least bit impressed my the whole phenomenological project:
All this is very well, except it does nothing more than to reproduce, at the level of architecture, the usual split between subjective and objective dimensions that has always paralyzed architectural theory—not to mention the well known split it has introduced between the architectural and engineering professions (and not to mention the catastrophic consequences it has had on philosophy proper).
The paradoxical aspect of this division of labor envisioned by those who want to add the “lived” dimensions of human perspective to the “objective” necessities of material existence is that, in order to avoid reducing humans to things, they first had to reduce things to drawings.
Jones, D. (2011), An alternative (to) reality, in ‘Proceedings of the Researching Learning in Immersive Virtual Environments Conference’.
Latour, B. & Yaneva, A. (2008), ‘“GIVE ME A GUN AND I WILL MAKE ALL BUILDINGS MOVE”: AN ANT’S VIEW OF ARCHITECTURE’, Explorations in architecture: Teaching, design, research , 80-89.
Tversky, B. & Suwa, M. (2009), Thinking with sketches , pp. 75-85 .
Suwa, M. & Tversky, B. (1997), ‘What do architects and students perceive in their design sketches? A protocol analysis’, Design studies 18 (4) , 385-403 .

November 28, 2012 Posted by | design | , , , , , , , | 9 Comments

Innovating Pedagogy 2012

The OU’s Innovating Pedagogy report seems to be generating a lot of interest.

In case you haven’t seen it yet:

The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.

The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education:


November 14, 2012 Posted by | Uncategorized | , , , , , | 3 Comments