Design for learning

d e s i g n f o r l e a r n i n gsome principles for practice : 

d e s i g n f o r l e a r n i n gsome principles for practice

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We must become the change we want to be. Mahatma Gandhi If, as “architects” for education, we want to become the change we want to be, we need to return to the basics of good design. Pamela Loeffelman

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I regard it as one of the most responsible tasks of a designer today to help clear the chaos we are living in. Dieter Rams, General Manager, Braun in Heisinger & Marcus (1993)

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Operating on the Edge of Chaos Edge of Chaos - tension AND creativity STASIS Close to certainty Close to agreement Far from agreement Far from certainty (Based on Stacey 2000) ZOO - zone of optimal operation CHAOS

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the d e s i g n process

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Design process is negotiation between problem and solution. Involves:- ANALYSIS i.e. ordering, structuring and investigating and a ‘problem’. SYNTHESIS i.e creating a response to the analysis in order to progress towards a solution EVALUATION i.e. appraisal of possible solutions Lawson (1997) analysis problem solution evaluation synthesis the d e s i g n process

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is innovative is enhancing is aesthetic is logical - its form follows its function is unobtrusive is honest is enduring is sustainable is consistent right down to the details is minimal design Good design….. p r i n c i p l e s o f d e s i g n

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innovation Innovators create, adopt,adapt to meet the needs of a changing environment Authentic innovation or madcap scheme? Context is all…..including institutional structures and pressures, as well as disciplinary and professional cultures

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C H A N G E More?………Different?………or Better? innovation

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T H E C R E A T I V E C O N T I N U U M Based on Fennell, E., (1993) Categorising Creativity in Competence & Assessment No. 23, Oct. 1993, Employment Dept. innovation

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Function Design Product User Pleasure! function good design product bad design enhancing “That which in itself has the highest use possesses the greatest beauty” (Shaker principle) continuous enhancement product

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aesthetic Integrity: does it ‘hang together’ and work as a whole? Framing, harmony, composition Constructive alignment?

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logical: form follows function Form follows function; Structure follows strategy The structure of the curriculum must be designed entirely in terms of its capacity to deliver a function, a strategy.

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unobtrusive Good design should never detract from or impinge upon the user’s experience

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honest “it does exactly what it says on the tin” agree on and communicate your values honesty is a transactional process

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enduring enduring is not the same as immutable. ‘designing-in’ flexibility retaining core characteristics + constant adaptation

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sustainable Optimal use of resources (time, people, content) Minimal waste (time, energy, materials) Sensitive to the environment Successful adaptation to a changing environment

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consistent down to the details It is often the small details that ruin a potentially good design “Writing a novel is akin to walking a 1000 kilometres. But the difference between great novel and a mediocre one lies in the last metre.” (Solzhenitsyn)

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omit the un-important in order to emphasise the important simplicity, elegance, spare use of detail, the use of quality materials, and a concern with essential functionalism minimal design omit the un-important in order to emphasise the important simplicity, elegance, spare use of detail, the use of quality materials, and a concern with essential functionalism remember the barnacle !

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the most outstanding design is that which is perfectly appropriate to what is trying to be accomplished Jay Cross

d e s i g n f o r l e a r n i n gsome principles for practice : 

d e s i g n f o r l e a r n i n gsome principles for practice