| Ed229b |
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Professor
Chris Hoadley
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Professor
Chris Hoadley continued the introduction begun last quarter
with a focus on design methods for learning. This encompassed
not only examples of innovative designs, but also design principles
for educational software and design methodologies. We examined
methodologies of design such as user-centered design, learner-centered
design, and design for collaboration. Many of the examples
we examined this semester were research prototypes, intended
to illustrate innovation in designs for learning. By looking
at existing designs, Hoadley provided not only templates but
also gave us an opportunity to refine our own sensibilities
about what works. We examined three approaches to enhancing
learning with educational technology: content-oriented, process-oriented,
and context-oriented.
"Design
is rarely a self-contained activity. Designs fail if they
do not take into account the entire "life-cycle" of the product
- from construction, to dissemination, to use in context.
Refinement is essential in creating a tool for a rich context.
A reflective design practice is required: the designer must
enter a dialogue of sorts with their materials, with their
supporters, with psychological and sociological realities,
and ultimately with their users - the learners and teachers."
Our assignments
included an interview with a designer, critiques and reviews
of existing designs, keeping a design journal and developing
our own designs with a group of colleagues.
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