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What learning designers do - Coggle Diagram
What learning designers do
Dispositions of Designs
Steve Jobs: designs go beyond what users expect
Tim Brown: designs align with what users expect
Purposes of Education
General education
Specialist education
Moral & intellectual endeavor, beginning with children and young people & their intentions & needs
child to fit school vs. school to fit child
Design for Deeper Learning
4 stages of learning:
unconscious incompetence
conscious incompetence
conscious competence
unconscious competence
platforms for depth:
opportunity to connect identities to real world domains of professional practice
apprenticeship model
choice to explore new identities and play to one's strengths
Important considerations abt design for deep learning
Purposeful (meaningful to students)
Challenging
Voice, choice, and agency
More depth, less breadth
Iteration of practice (with feedback)
Active & sustained over time
Connection to a growing sphere of knowledge
Head, heart, & hand
Contribution to the world
Authentic audience
Designing spaces for learning
Create pedagogic environments guided by understanding:
People (vivid & contrasting examples)
Principles (architectural goals & guidelines, design qualities & additional features)
Plans (key spaces & features, how elements fit together)
Prototype
Purposes (educational goals, desired experiences, pedagogic aims)
Beliefs about learning
Maria: learning is visible
Piaget: learning is complex & unpredictable
Vygotsky: learning is social & requires a community
Dewey: learning should be informal
Slow looking & Learning in museums
Routine 1: See - think - wonder
Routine 2: See - think - me - we
Designing for Diversity and Inclusion
Racism & Equity aree products of designs, so they can be redesigned.
3 beliefs about designing for diversity and inclusion:
Learning to see: historical context matters
Be seen: radical inclusion
Foresee: process as product
5 principles:
Design at the margins
Start with yourself
Cede power
Make the invisible visible
Speak to the future
Participation of impacted community in the development & implementation of solutions & politics that impact them:
inform
consult
involve
collaborate
defer to
Design for informal learning
3 layers of user experience: visceral -> behavioral -> reflective
Maslow's hierarchy of user experience: functional -> reliable -> usable -> pleasurable
Design for self-directed learning
Total Learner Freedom
Total control by others
Technological design
5 principles of good content design
Findable
Clear
Connected
Human
Helpful
Adult learning & Community of Practice
7 principles for cultivating communities of practice:
Design for evolution
Open a dialogue between outside and inside perspectives
Invite different levels of participation
Develop both public and private community spaces
Focus on value
Combine familiarity and excitement
Create a rhythm for the community
The basic andragogical principles:
Design of games & simulations
engagement is the degree to which one feels immersed in an activity, finds the activity affectively powerful and is a subconstruct of motivation.
motivation is a set of reasons and drives that lead one to frequently seek out and engage in a particular behavior. It is a meta-construct.
simulations include some types of engagement common in games (e.g. extrinsic rewards)
games can be negative in their impacts.
Design your life
Importance of attitude
Open-mindededness
Wholeheartedness
responsibility
