Learning by design: constructing knowledge through design inquiry around educational game development
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The document discusses design-based learning, emphasizing its integration of creativity, inquiry, and problem-solving in educational game development. It outlines a collaborative approach involving academic staff, students, and developers to enhance learning outcomes and professional skills. The text highlights the potential benefits of design-based learning, questioning its focus on process versus product and its relevance in various educational contexts.
![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)](https://image.slidesharecdn.com/authenticity-1214486416335335-9/85/Learning-by-design-constructing-knowledge-through-design-inquiry-around-educational-game-development-16-320.jpg)
Learning by design: constructing knowledge through design inquiry around educational game development
- 1. Learning by Design: Constructing knowledge through design inquiry around educational game development Andrew Middleton Richard Mather Susannah Diamond Learning and IT Services
- 2. Session outline Introduction Design activity Discussion To develop shared understanding of the links between creativity, design, and inquiry-based learning
- 3. About the Creative Development Team
- 4. Background Content design Changing roles Active learning Emerging technologies ► A design-based learning initiative with academic clients and student developer teams.
- 5. Facilitation model Clients Academic staff Developer companies Students Liaison Group Educational Developers Learning Facilitators Tutors Client focus group Students
- 6. 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?
- 7. Design-based learning Design based learning involves applying, extrapolating, integrating and synthesising knowledge (Perrenet et al. 1999)
- 8. 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)
- 9. 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)
- 10. Design-based learning Design based learning is learning through applying creativity to solve problems.
- 11. Design activity - Scenario Image Credit: Lewis Elementary School, Portland Oregon
- 12. Design activity - role definitions Designer Ask questions to refine the needs Provide professional advice Client Explain your requirements Consider your stakeholders
- 13. 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?
- 14. 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
- 15. 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:
- 16. 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)
- 17. 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:
- 18. Immersion or light touch: Where do you stand? Design-based learning can be: Quick interactive interventions Medium length assessed work Fundamental to a curriculum
- 19. 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)
- 20. Immersion or light touch: Where do you stand?
- 21. 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.
- 22. 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