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.
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.
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: