Designing Design Learning Steve Garner & Theodore Zamenopoulos

2 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design Two-year, JISC-funded project under the ‘Curriculum Delivery’ call of the e-Learning programme 7 Academic staff plus RA Design group, DDEM, MCT & Dept of Communication and Systems Steve Garner, Georgy Holden, Giselle Ferreira, Theo Zamenopoulos, Peter Lloyd, Nicole Schadewitz & Emma Dewberry

3 60 point design courses in MCT U101 Design thinking T211 Design and designing T307 Innovation: Designing for a sustainable future Other design related courses T183 Design and the web, T173 Engineering the future, T189 Digital photography, ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design

4 Face-to- face Distance Two models of design education?

5 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design New demands from students Variety in backgrounds New literacies in ICT Institutional pressures Employment flexibility in study style part-time study age, abilities, needs, language expectations online communities costs of space and staffing transferable skills, knowledge? design thinking. Shared pressures

6 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design Six tools for use at a course and programme level Year 1 CDIs Course Delivery Innovations Social networking websites: Facebook Knowledge mapping tools: Compendium Virtual environments for collaborative work: SecondLife Multi-media communication tools: FlashMeeting Peer-to-peer assessment tools: WebPA OpenDesignStudio Year 2 PDIs Programme Delivery Innovations

7 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 1: Social Networking of design learners (Facebook) Leader: Nicole Schadewitz Core issue How to create a social environment that: - enables students to observe what other students are doing and learn from each other - enables students to feel that they belong to a community Objective To investigate the impact of social networking websites (Facebook) in the formation of a community of learners

8 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 1: Social Networking of design learners

9 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 1: Social Networking of design learners

10 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design Evaluation based on questionnaires and direct observations  What was the effect of the FB group in the learning experience of students?  What was the effect of the different FB activities in students’ learning?  What aspects of FB were most useful?  Did the FB group lead to the formation of a community of learners? Of what type? CDI 1: Social Networking of design learners

11 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 2: Mapping of Design Thinking (Compendium) Leader: Emma Dewberry (cover provided by Giselle Ferreira and Theo Zamenopoulos) Core issue How we support students to develop their competence and confidence in: - Communicating their ideas and projects - Structuring their thinking process Objective To investigate how distance design education can offer alternative ways to support learning, based on how learners map their ideas, research, thoughts and designs

12 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design The task 26 Volunteers from the T307 Course Innovation were asked to use compendium in the development and presentation of their TMA 01 (Part 2) CDI 2: Mapping of Design Thinking (Compendium)

13 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 2: Mapping of Design Thinking (Compendium) Evaluation based on questionnaires and analysis of the produced maps  What was the knowledge mapping process? (e.g. Did students use paper to sketch their map before drawing it on compendium?)  What was the function of the produced maps? (e.g. to communicate ideas, to support students’ thinking process, to record information)  What was the effect of the use of compendium in the learning experience of the students?

14 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 3: Virtual environments for collaborative work (Second life) Leader: Steve Garner Core issue How to create virtual environments that facilitate: - learning through design and making (reflective learning) - learning as part of a team (social learning) Objective To investigate how virtual environments (second life) can offer alternative ways for supporting reflective and social learning in design

15 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 3: Virtual environments for collaborative work (Second life) The task Volunteers from the T211 Course will be asked to design a chair in second life (as individuals and in a group)

16 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 4: Multi-media communication tools (FlashMeeting) Leader: Georgy Holden Core issue How to take advantage of the possibilities that arise with new ICT for creating face-to- face meetings and sharing applications. Objective To investigate the use and effect of video/audio communication tools in delivering design courses

17 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 4: Multi-media communication tools (FlashMeeting) The task Volunteers from the T307 Course will be asked to follow some tutorials in FlashMeeting

18 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 5: Peer-to-Peer assessment (WebPA) Leader: Theodore Zamenopoulos Core issue How assessment can be integral part of the learning experience of the students Objective How can new ICT create an educational environment that facilitates active modes of assessment and therefore peer-to-peer learning?

19 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 5: Peer-to-Peer assessment (WebPA) The task Volunteers from the T187 Course will be asked to discuss with their tutor the evaluation criteria of their TMA and evaluate each others work by using WebPA.

20 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 6: OpenDesignStudio Leader: Peter Lloyd Core issue Explore and evaluate the new OU developed online environment entitled OpenDesignStudio

21 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design CDI 6: OpenDesignStudio Leader: Peter Lloyd

22 ATELIER-D Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design Reflections on JISC-funded research The briefing The bidding process Project reporting and expectations

Dr Steve Garner, Senior Lecturer in Design MCT Faculty Dr Theodore Zamenopoulos, Research Associate MCT Faculty Blog: Website: