Teachers as learning designers: using design thinking to innovate and enhance learning experience
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The document discusses using design thinking to reconfigure teaching practice for the changing university environment. It advocates that teachers adopt the role of learning designers by intentionally designing learning experiences through answering questions about vision, pedagogy, and implementation. This process moves from identifying problems and envisioning solutions, to determining pedagogical approaches and learning activities, to selecting technologies and tasks. An example learning design process is provided to illustrate moving from understanding why a new approach is needed, to determining how it will be structured, to specifying what it will involve. The goal is to help teachers intentionally create meaningful, future-oriented learning experiences for students.
Teachers as learning designers: using design thinking to innovate and enhance learning experience
- 1. TEACHERS AS LEARNING DESIGNERS using design thinking to innovate and enhance student experience Rikke Toft Noergaard Associate Professor, PhD Centre for Teaching Development and Digital Media, Aarhus University rtoft@tdm.au.dk
- 2. TEACHERS AS LEARNING DESIGNERS 1. WHY: THE WORLD WE TEACH IN The changing mandate of the university in society 1. HOW: RECONFIGURING TEACHING PRACTICE TO FIT THE WORLD Design thinking & learning design as teacher’s response 1. WHAT: TEACHING AS INTENTIONAL FUTURE-MAKING Value-based vision-driven educational design thinking as teacher’s intentional design practice 1. ROUND-UP & RESOURCES 2
- 3. THE WORLD WE TEACH IN: THE CHANGING MANDATE OF THE UNIVERSITY On the future of teaching: From knowledge transmission to complex community building 3 1WHY
- 4. The Mode 1 university (left in the past) intrinsic academic value & ‘ivory tower for educated life’ ▰Teachers’ embody the ivory tower and shapes students thinking by telling them what they need to know: Knowledge is stable, controlled and transmissible = self-sustained ecosystem with intrinsic value ▰The university is in control of education and decides what it takes to be educated ▰Institution as a shrine for universal knowledge - courses are fixed - classrooms closed - knowledge is not up for discussion 4
- 5. The Mode 2 university (living the present) utilitaristic value & ‘factory for the future workforce’ ▰Teachers’ embody the factory and produce students as future workforce. Knowledge is unstable, uncontrolled but transmissible = conveyer belt producing demanded skills ▰The society is in control of education and decides what it takes to be educated ▰Institution as a producer of utilitaristic value - courses are fixed - classrooms open - knowledge is not up for discussion 5
- 6. The Mode 3 university (looking to the future) societal value & ‘community centre for academic citizenship’ ▰Teachers’ embody the community centre and collaborate and communicate with students and society about the production of academic citizens. Knowledge is dialogic, exploratory and transformational = teaches, students & society co- create societal value and knowledge. ▰Education emerges as critical-creative partnerships between institutions, companies, organisations, , the public, government ▰Institution as creative collaborator & critical co- creator of societal value - courses are open - classrooms are open - knowledge is up for 6
- 7. TODAY Education faces many challenges in the changing modern world. Learners are changing in their approaches to education – they use digital technologies, they multi-task, they collaborate and they are becoming less patient with teacher- centric styles of education. Educators face many changes – such as expectations of adopting innovative teaching approaches, alignment of teaching to external standards, growing requirements for professional development and difficulties in balancing a complex range of demands from different stakeholders. Educational institutions also face many changes, such as the rise of the knowledge economy and the need for different kinds of graduates, a shift from knowledge scarcity to abundance, and the impact of technology – especially the internet via open sharing of educational resources and massive open online courses (MOOCs). The Larnaca declaration on Learning Design, 2012
- 8. TEACHERS ARE ALREADY PRODUCING DESIGNS THEY ARE JUST NOT LEARNING DESIGNERS ▰ Teachers have always been design practitioners & producers of designs in their teaching BUT teachers are not necessarily reflective design thinkers or intentional producers of learning designs ▰ To become learning designers ‘transmission teachers’ need to stop taking teaching too seriously & start taking teaching seriously (Continued dynamic iterative development) ▰ For teachers to become learning designers institutions need to establish critical- creative, exploratory & experimenting collectives that embody and invite for open courses/classrooms/knowledge (leadership-staff & staff-student partnerships) 8
- 9. RECONFIGURING TEACHING PRACTICE TO FIT THE FUTURE Design thinking & learning design as a teacher response to mode 3 9 2 HOW
- 10. “ LEARNING DESIGN REFERS TO 1) the process of designing the learning activity, 2) the sequencing of the learning activity into patterns, 3) the final learning activity as a product Value-based vision-driven learning design focuses on creating explicit & intentional relations between educational values & visions, pedagogical principles & patterns, learner interactions & experiences within a course/activity to reconfigure teaching for better learning experiences 1010
- 11. “ Adopting a designer mindset means using empathy and observation to understand where the learners are, and creating the things that will help them get to where you want them to be (Mor, Craft & Maina, 2015) 1111 Learning design is “the creative and deliberate act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given context” (Mor & Craft, 2012) To become a learning designer is a process of learning to reflect & intentionally act on experiences in HE (Kolb)
- 12. VALUE-BASED VISION-DRIVEN LEARNING DESIGN IS: ▰ Ethically driven & human-centered: value-based to create worthwhile learning experiences ▰ A process by which teachers aim to achieve educational visions in their teaching ▰ Future-making: responding to the changing mandate & iteratively designing its way forward towards better teaching & learning at the mode 3 university ▰ Shifting teacher focus from content/transmission to process/activity (from noun to verb) ▰ A reflective inquiry informed by theory & a creative practice (learning by designing & reflecting) ▰ Focusing on creating inter-relations between educational value & vision, pedagogical principles & patterns, learner interaction & experience of a course/activity 12
- 13. MASTERING THE LAYERED ‘INQUIRY FOR ACTION’ OF EDUCATIONAL DESIGN THINKING ▰ Pedagogical principles & virtues => learner experience (Why) ▰ Pedagogical approach => learner interaction form (How) ▰ Pedagogical patterns => learning process (How) ▰ Pedagogical activities => learner tasks (What) ▰ Pedagogical materials => learning environment (What) ...The ‘why’ should always inform the ‘how’ ...The ‘how should always inform the ‘what’ ...The ‘what’ should always inform the ‘why’ ...And the ‘who’ should always take the center stage 13
- 14. LEARNING DESIGN REVOLVES AROUND QUESTIONS IN ORDER TO MOVE FROM THE WHY TO THE WHAT 14 HOW? PEDAGOGY What pedagogical approach do you want to emphasise? HOW? LEARNING ACTIVITIES & PATTERNS How do your design teach and what do the learner do? WHY? LEARNING EXPERIENCE What do you want the students to experience? WHY? PROBLEM & VISION What specific problem do you want to address?
- 15. VALUE-BASED VISION-DRIVEN LEARNING DESIGN Moving from the why to the what 15 Conceptualise vision HOW? Pedagogical structure WHAT? Look & feel of design Identify domain Map values WHY? Learners’ experience Put together design patterns Pedagogical approach Hand, head and heart of student Learning design to be validated & evaluated Content & actions Technologies & materials
- 16. TEACHING AS INTENTIONAL FUTURE-MAKING The example of ‘GO:IT’: reconfiguring teaching practice through answering design questions 16 3 WHAT HOW? Pedagogical structure WHAT? Look & feel of design WHY? Learners’ experience
- 17. THE LEARNING DESIGN PROCESS Moving from the why to the what 17 Conceptualise vision HOW? Pedagogical structure WHAT? Look & feel of design Identify domain Map values WHY? Learners’ experience Put together design patterns Pedagogical approach Hand, head and heart of student => New learning activity to be validated Content & actions Technologies & materials
- 18. 1. Identify existing activity in domain Name curriculum, course, activity Identify wicked problem: technological, material, experiential, interactional, contextual... 2. Map values Envision desired future experience of and action in the domain Map core desired values of the vision 3. Conceptualise vision in a sentence Imagine change in interaction or experience that make vision come true Integrate interaction & values in a vision-statement that capture desired change 18 Check for relationship between future vision and present problem 1. WHY? The learners’ experience (mapping future vision to present problem)
- 19. THE GO:IT DESIGN EMERGING FROM QUESTIONS OF: Why => How => What 19
- 20. 1. Identify existing activity in domain Name curriculum, course, activity & Identify wicked problem: technological, material, experiential, interactional, contextual 2. Map values Envision desired future experience of and action in the domain & Map core desired values of the vision 3. Conceptualise vision Imagine change in interaction or experience that make vision come true & Integrate interaction & values in a vision-statement that capture desired change 20 1. WHY? The learners’ experience (mapping future vision to present problem) Check for relationship between future vision and present problem
- 21. 1. Identify existing activity in domain Name curriculum, course, activity Identify wicked problem: technological, material, experiential, interactional, contextual... 2. Map values Envision desired future experience of and action in the domain Map core desired values of the vision 3. Conceptualise vision in a sentence Imagine change in interaction or experience that make vision come true Integrate interaction & values in a vision-statement that capture desired change 21 Check for relationship between future vision and present problem 1. WHY? The learners’ experience (mapping future vision to present problem)
- 22. LEARNING DESIGN REVOLVES AROUND QUESTIONS IN ORDER TO MOVE FROM THE WHY TO THE WHAT 22 WHY? LEARNING EXPERIENCE What do you want the students to experience? WHY? PROBLEM & VISION What specific problem do you want to address?
- 23. THE LEARNING DESIGN PROCESS Moving from the why to the what 23 Conceptualise vision HOW? Pedagogical structure WHAT? Look & feel of design Identify domain Map values WHY? Learners’ experience Put together design patterns Pedagogical approach Hand, head and heart of student => New learning activity to be validated Content & actions Technologies & materials
- 24. 2. HOW? Pedagogical structure (mapping present problem to future pedagogy) 4. Hand, head & heart of student Create the hand, head and heart of students by answering what is most important that the student experience? Draw/describe hand, head & heart of student 5. Pedagogical approach Select core form of engagement in the course /activity that invites for the wanted learner experience Check that the general pedagogical approach correspond to vision & form head, hand and heart 6. Design patterns Divide the course / activity into patterns that work together to teach the learner what to do, think and feel? Construct sequence of events (design patterns) that make the vision materialize? 24 Check for relationship between future vision & pedagogy/patterns
- 25. 2. HOW? Pedagogical structure (mapping present problem to future pedagogy) 4. Hand, head & heart of student Create the hand, head and heart of students by answering what is most important that the student experience? Draw/describe hand, head & heart of student 5. Pedagogical approach Select core form of engagement in the course /activity that invites for the wanted learner experience Check that the general pedagogical approach correspond to vision & form head, hand and heart 6. Design patterns Divide the course / activity into patterns that work together to teach the learner what to do, think and feel? Construct sequence of events (design patterns) that make the vision materialize? 25 Check for relationship between future vision & pedagogy/patterns
- 26. 2. HOW? Pedagogical structure (mapping present problem to future pedagogy) 4. Hand, head & heart of student Create the hand, head and heart of students by answering what is most important that the student experience? Draw/describe hand, head & heart of student 5. Pedagogical approach Select core form of engagement in the course /activity that invites for the wanted learner experience Check that the general pedagogical approach correspond to vision & form head, hand and heart 6. Design patterns Divide the course / activity into patterns that work together to teach the learner what to do, think and feel? Construct sequence of events (design patterns) that make the vision materialize? 26 Check for relationship between future vision & pedagogy/patterns
- 27. LEARNING DESIGN REVOLVES AROUND QUESTIONS IN ORDER TO MOVE FROM THE WHY TO THE WHAT 27 HOW? PEDAGOGY What pedagogical approach do you want to emphasise? HOW? LEARNING ACTIVITIES & PATTERNS How do your design teach and what do the learner do? WHY? LEARNING EXPERIENCE What do you want the students to experience? WHY? PROBLEM & VISION What specific problem do you want to address?
- 28. THE LEARNING DESIGN PROCESS Moving from the why to the what 28 Conceptualise vision HOW? Pedagogical structure WHAT? Look & feel of design Identify domain Map values WHY? Learners’ experience Put together design patterns Pedagogical approach Hand, head and heart of student => New learning activity to be validated Content & actions Technologies & materials
- 29. WHAT? Look & feel of design (mapping pedagogy to tools & tasks) 7. Technologies & materials Decide the technologies and materials that can fulfill the pedagogical approach & patterns Identify the tools that shape the hand, head and heart & realise the vision 8. Content & actions List the content of the course / activity that should be taught and learned Identify the learner’s tasks and actions in the course / activity that make learning happen in alignment with vision, values and pedagogy 9. Validation & evaluation Describe how you will validate that the design fulfill the values/vision and achieve the formation of hand, head and heart Decide how to evaluate the learner experience 29 Check for relationship between Vision, actions & validation
- 30. WHAT? Look & feel of design (mapping pedagogy to tools & tasks) 7. Technologies & materials Decide the technologies and materials that can fulfill the pedagogical approach & patterns Identify the tools that shape the hand, head and heart & realise the vision 8. Content & actions List the content of the course / activity that should be taught and learned Identify the learner’s tasks and actions in the course / activity that make learning happen in alignment with vision, values and pedagogy 9. Validation & evaluation Describe how you will validate that the design fulfill the values/vision and achieve the formation of hand, head and heart Decide how to evaluate the learner experience 30 Check for relationship between Vision, actions & validation
- 31. WHAT? Look & feel of design (mapping pedagogy to tools & tasks) 7. Technologies & materials Decide the technologies and materials that can fulfill the pedagogical approach & patterns Identify the tools that shape the hand, head and heart & realise the vision 8. Content & actions List the content of the course / activity that should be taught and learned Identify the learner’s tasks and actions in the course / activity that make learning happen in alignment with vision, values and pedagogy 9. Validation & evaluation Describe how you will validate that the design fulfill the values/vision and achieve the formation of hand, head and heart Decide how to evaluate the learner experience 31 Check for relationship between Vision, actions & validation
- 32. LEARNING DESIGN REVOLVES AROUND QUESTIONS IN ORDER TO MOVE FROM THE WHY TO THE WHAT 32 HOW? PEDAGOGY What pedagogical approach do you want to emphasise? HOW? LEARNING ACTIVITIES & PATTERNS How do your design teach and what do the learner do? WHY? LEARNING EXPERIENCE What do you want the students to experience?WHY? PROBLEM & VISION What specific problem do you want to address? HOW? Pedagogical structure WHAT? Look & feel of design WHY? Learners’ experience
- 33. ROUND-UP & RESOURCES 33 4 Rikke Toft Noergaard Associate Professor, PhD Centre for Teaching Development and Digital Media, Aarhus University rtoft@tdm.au.dk @RikkeToftN
- 34. ROUND-UP & RESOURCES Resources for the WHY Values: https://www.mindtools.com/pages/article/newTED _85.htm 34 Resources for the HOW Pedagogy: Connected curriculum: http://www.ucl.ac.uk/ucl- press/browse-books/a-connected-curriculum-for- higher-education Innovating pedagogy 2016: http://www.open.ac.uk/blogs/innovating/ Resources for the WHAT Technologies & materials Make space: https://dschool.stanford.edu/resources/make- space-excerpts Trend report 2016: How tehnological trends enable customized education: https://www.surf.nl/binaries/content/assets/surf HOW? Pedagogical structure WHAT? Look & feel of design WHY? Learners’ experience Visions: https://www.mindtools.com/pages/article/newLDR_90.htm Patterns: Design method toolkit: http://medialabamsterdam.com/toolkit/ Art & science of learning design: https://www.sensepublishers.com/media/2398-the-art- and-science-of_learning-design.pdf Content & action: Practical design patterns for teaching & learning with technology: https://www.sensepublishers.com/media/1937- practical-design-patterns-for-teaching-and-learning-with- technology.pdf Technology enhanced learning - design patterns and pattern languages: https://www.sensepublishers.com/catalogs/bookseries/tec hnology-enhanced-learning-1/technology-enhanced-learning/
Editor's Notes
- #2: Hello good morgning - I am very honored to be given the opportunity to speak here at CHED - and a a bit terrified to follow such fine introductions to the future of education - and to give the opening keynote My name is Rikke Toft Nørgård Associate professor in educational design & technology at the Centre for Teaching Development and Digital Media, Aarhus university The last couple of years I have been working with combining the fields of design thinking, signature pedagogy and educational philosophy to develop the field of “value-based vision-driven learning design” as a way to enhance the student experience through a human-centered perspective and by connecting it to the deeper values and visions we hold as teachers and institutions This fall I will be running value-based vision-driven learning design workshops for the staff at aarhus university, for master students at the ICT-based educational design as well as for learning designers in different research projects that want to work closer with integrating educational values and visions in their learning designs ...and having listened to the very nice introduction - I hope this talk will follow nicely along a lot of the things laid out in the introduction and give some food for thinking and talking together about the future of teaching and learning in a changing society
- #3: In this talk I will move from ‘the why’ that is the broader institutional context that teaching today takes place in to ‘the how’ that is the field of design thinking & learning design to ‘the what’ that is how to create and practice learning design in ways that connects with the inner values and visions of education If anyone interested I know it should be possible to get hold of the slides -
- #4: Universities and teachers today find themselves in a new place where they no longer necessarily hold the power over their own faith or control knowledge - they have had to leave their walled university gardens and connect with society - first in ways where society took over the power and control - but recently in ways that are more dialogic and resemble a partnership - this development has sometimes been called the move from the mode 1 to the mode 3 university
- #5: At the mode 1 university that we have now left behind teachers were still in control of knowledge and could simply tell students what they needed to know The university was in control of education and was the one that decieded what knowledge and competencies society needed to have and what it took to be educated Courses are fixed by the univeristy - classrooms are closed and students inside the walled gardens - the university is in control of what the right learner experience is
- #6: At the mode 2 university teachers and universities find themselves in a situation where they have lost control of knowledge and their own fate Universities and teachers are put to work in the service of society and asked to produce the right students with the right competencies - here the university is a factory for producing the future workforce and teachers are the ones making sure that the factory is running according to plan and future workers are getting produced Courses are fixed by society - classrooms are open and oriented towards future worklife - the society is in control of what the right learner experience is
- #7: At the mode 3 university university & society tries to establish new partnerships where they together co-create societal value and future citizens - they are put in each others service in order to together create a future society not yet known This also entails new partnerships between university and teachers and teachers and students where they work together with both the public and industry as critical-creative future-makers Here, courses are open as they move from content-delivery and knowledge-transmission to learning processes, societal value and academic citizenship - this also entails that the classrooms are open as university and society meet to work together towards the common good and future society - which makes knowledge open for critical investigation and discussion
- #8: - at the mode 3 university that we now see emerging everything is changing - and so universities and teachers are challenged to change their approaches and curricula as to move away from content into learning experiences and open up and embrace these new partnerships - but without loosing the purpose and virtues of eduction along the way. This is difficult as rapid change make us go into survival mode and just try to adapt to the change rather than make the change - so we risk just changing education, using technologies and working with society without connecting it to the inner soul of the university (its educational values and virtues) as well as its deeper structures for good teaching and learning (its teacher visions and learner experiences)
- #9: - one way to learn to survive in this changing landscape is to become an intentional change-maker - that is: someone able of creating intentional change in an unpredictable world - the subtitle of Nelson and Stolterman’s seminal book ‘the design way’ In a way, teachers has always been making changes to their curriculum and courses and producing learning designs - but that does not necessarily make them intentional change-makers or learning designers For that they need to become focused on the experience and interaction rather than the content and system/product
- #10: That is, teachers need to gain the tools, methods and mindset that will allow them to explore and experiment with mode 3 teaching and learning - here the fusion of educational values, teacher visions and learning experience with design processes and the field of learning design might prove a fruitful response to mode 3 universities - and a way for teachers to reconfigure their teaching practice to fit the future
- #11: So what is learning design? What is value-based vision-driven learning design?
- #12: What mindset does it require to become a learning designer? Based on value for learners Driven by teacher visions Is a a process where the teacher is also the learner and do not yet hold the answer - it is something emerging in the partnerships between teachers and students - and university and society
- #13: Focusing on the deeper why of education - the ethics of the design & the value of the experience Working with solving problems through intentional change-making and realising visions through intentional future-making in order to enhance the learning experience Processual and exploratory (from noun to verb) - reconfiguring and reimagining what teaching and learning might be - in partnerships Moving back and forth between values/visions (why) pedagogical principles/patterns (how) and learner interaction/experience (pedagogical formation of hand, head, hearts)
- #14: So, in order to create intentional learning designs that stay connected with the values and purpose of education we need to make sure we are moving from the why through the how to the what - and by constantly keeping the who in the centre ...designing is materializing morality (Verbeek, 2011, p. 90).
- #15: Taken together learning design can be said to emerge from the answering of these core questions Connecting the answers to these questions in a way that move from the why questions, through the how questions and ending with the what questions This require constantly checking that the answer in the why sections are carried over in the how sections and used to answer the how questions - and that the why & how answers are then carried over in the what sections and used to make decisions there. If this is not done the learning design loses its intentionality and risks becoming a ‘surface design’ that are disconnected from the purpose of education and the inner structures of good teaching and learning - a learning design that just make people ‘do stuff with technologies’
- #16: To diminish the risk of this happening is at the core of value-based vision-driven learning design Where most learning design processes focus on the how - value-based vision-driven learning design focus on the why in order to keep the learning design firmly grounded in a human-centered perspective where the learner as a human being is kept in the center of the design process. What should the learner feel, experience and do when interacting with the learning design - and how is that a valuable human and educational learning experience? These human-centered learning experiences are then incorporated into the teachers visions that hold the purpose of the educational experience First then does the work on designing the course/activity begin - and only by constantly checking it up against the value-based vision-driven dimension The last thing to do is to decide the actual technologies, content and actions of the course - that again should be firmly connected to and decided by the pedagogical structure and the learner’s experience
- #17: So let’s try to take a walk through such a process of value-based vision-driven learning design (handout, numbers and arrows) With the GO:IT as a concrete example of reconfiguring teaching practice through answering design questions
- #18: So the first layer of the learning design is the ‘why’ or value-based vision-driven dimension of the learning design with the wicked problem to be solved in a domain through working with creating a value-based and vision-driven learning design
- #19: NEXT SLIDE = DOMAIN
- #20: Short intro to Course name + name of learning design (answer) - before the redesign of the course it was a classic online course with transmission of knowledge containing videos with me talking over slides & assignments for the students to make sure they have gained the knowledge - and a few textual feedback and online supervision sessions where I told them what they needed to do next -after the redesign I ended up having a course where I and students were talking to international scholars around the world - it was weekly dialogues where students presented and discussed their research projects with each other, me and international scholars and getting feedback on their thinking, process and project - as well as getting introduced to ressources and the international sholars perspectives that might help further their thinking and research projects - it became a course where students where students where in constant dialogue with each other, me and the world as they worked on their group research projects So what wicked problem is it responding to? Why did I change it? = wicked problem
- #21: The first thing I did was to rethink the value and worth of the students’ experience: That is, I had to chose and design for the values that should be at the center of the learning experience in order to design against the present problem and design for a new future
- #22: Then I had to formulate the vision that incorporated the values and envisioned a new kind of learning expeirence
- #23: Together they form the why-ness of the learning design
- #24: The next layer of the learning design is the ‘how’ dimension with attention to the hand, heads and hands of the students as they are formed through the pedagogical approach and design patterns with the integrated values and vision
- #25: The hearts - what the students should feel and experience in the presense of the new learning design The hands - what the sutdents should do when interacting with the new learning design to make values & vision come true The heads - what the students should think and learn when interacting with the learning design
- #26: Pedagogoical approach that the teacher embody to support the values and vision
- #27: The design patterns that form the design in such a way as to form the head, hands and hearts of the students
- #28: Together they form the how-ness of the learning design
- #29: The last layer of the learning design is the ‘what’ dimension with attention to the technologies and materials that make pedagogy and learning experience manifest andvisible through the content and tasks or actions in the course. The final step after the activity or course is carried out is then to look all the way back to the wicked proplem, values and vision to validate and evaluate whether the learning design achieved what it was aiming for.
- #30: The technological setup to support the learning design and teacher vision
- #31: What they do before, during, after the go:it with the course content
- #32: How it is validated and evaluated that the new learning design is designing against the wicked problem and designing for an enhanced learning experience as well as some preliminary results change-making!
- #33: Together they form the what-ness of the learning design
- #34: Doesn’t mean that every now works and that you can now relax Being a learning designer means never being finished New problems emerge as old ones are taking care of - e.g. issues of vulnerability and insecurity (having you classroom open to the world) - or frustration and confusion (having open research processes instead of fixed structures and content) Something needed to be handled in later design iterations
- #35: Make the filled out form available as an example as well