Anslaget som afsæt for designprocessen
– Den didaktiske ’setting’ i første fase af en designproces
DOI:
https://doi.org/10.7146/lom.v11i19.103101Nøgleord:
Makerspaces, wicked problems, designprocesser og making i skolen, teknologiforståelseResumé
I denne artikel diskuterer vi lærerens rammesætning af elevers arbejde med komplekse, virkelighedsnære problemstillinger i skolen. Vi har undersøgt, hvordan starten af et undervisningsforløb kan tilrettelægges som et anslag. Anslaget er elevernes første møde med en designudfordring og det afsæt, der ansporer eleverne til at gå ind en designproces. I filmteori anvendes anslaget om en begivenhed i filmens indledning, ’the point of attack’ (Schiff, 2010) der sætter handlingen i gang. På baggrund af systematisk gennemførte interventioner i folkeskolen har vi undersøgt undervisning, som lærere har tilrettelagt som en designproces med et anslag i en kompleks problemstilling. Komplekse problemstillinger er ofte problemer uden én færdig løsning, såkaldte 'wicked problems' (Rittel & Webber 1973; Buchanan, 1992) og kræver en rammesætning, når de skal gøres til genstand for undervisning. Undersøgelsen peger på, at et anslag i form af et wicked problem har betydning for lærerens muligheder for at navigere i krydsfeltet mellem målstyring og åbne procesorienterede forløb. Artiklen er et bidrag til at belyse lærerens rammesætning og didaktiske stilladsering af designprocesser og digital fabrikation i undervisning.
Downloads
Referencer
Beetham, H. (2013). Designing for active learning in technology-rich contexts. In H. Beetham & Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (pp. 31-48) New York, NY: Routledge.
Blikstein, P. (2013). Digital fabrication and 'Making' in Education: The Democratization of Invention. In: J. Walter Herrmann & C. Bûching (Eds.), Fablabs: Of Machines, Makers and Inventors. Bielefeld: Transcript Publishers.
Bower, M. (2017). Design of Technology-Enhanced Learning. Integrating Research and Practice. Emerald Publishing Limited.
Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), pp. 141-178.
Brown, T., (2008). "Design Thinking". Harvard Business Review, 86, pp 84-141.
Brown, T., (2009). "Change by Design." HarperCollins e-books
Buchanan, R. (1992)."Wicked Problems in Design Thinking" In: Design Issues, vol. 8, No 2, 1992, (pp. 5-21). Published by: The MIT Press Stable: URL: http://www.jstor.org/stable/1511637
Christensen, K. S., Hjorth, M., Iversen, O. S., & Blikstein, P. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry. Design Studies.
Conklin, Jeff; Basadur, Min; VanPatter, GK (2007b). "Rethinking Wicked Problems: Unpacking Paradigms, Bridging Universes (Part 2 of 2)". NextDesign Leadership Institute Journal.
Conole, G. & Wills, S. (2013). ‘Representing learning designs – making design explicit and shareable’, Educational Media International, vol. 50, no. 1, pp. 24–38
Cobb, P., Confrey, J., deSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), pp. 9-13.
Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15-22). Berlin: Springer Verlag.
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), pp. 15-42.
Cross, N. (2011). Design thinking: Understanding how designers think and work. Oxford, UK: Berg.
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), pp. 5-8.
Edelson, D. C. (2002). Design Research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), pp. 105-121.
Dalziel, J. et al. (2016). The Larnaca Declaration on Learning design. Journal of Interactive Media in Education (2016) Vol. 1 No. 7, pp. 1-24.
Dewey, J. (1929). The Quest for Certainty: A Study of the Relation of Knowledge and Action (1929; rpt. New York: Capricorn Books, 1960).
Hjorth, M., Iversen, O. S., Smith, R. C., Christensen, K. S., & Blikstein, P. (2015). Digital Technology and design processes: Report on a FabLab@ School survey among Danish youth.
Hjorth, M., Smith, Rachel C., Loi, D., Iversen, O. S., Christensen, K. C., (2016). Educating the Reflective Educator: Design Processes and digitale fabrication for the classroom. In: Fablearn -16, October 14 - 16, 2016, Stanford, CA, USA, ACM
Hjorth, M., Christensen, K. C., Iversen, O. S., Smith, Rachel C., (2017). Digital Technology and design processes In: Follow-up report on FabLab@School survey among Danish youth, Aarhus University.
Kafai, Y.B. & Resnick, M. (1996). Constructionism in Practice: Designing, Thinking, and Learning in a Digital World, Lawrence Erlbaum Assoc., Mahwah, NJ.
Katterfeldt, E.S., Dittert, N. & Schelhowe, H., (2015). Designing digital fabrication learning environments for Bildung: Implications from ten years of physical computing workshops. International Journal of Child-Computer Interaction Vol. No. 5, pp. 3-10.
Martin, L. (2015). "The Promise of the Maker Movement for Education," Journal of Pre-College Engineering Education Research (J-PEER): Vol. 5: Iss. 1, Article 4.
McKenney, S., & Reeves, T. C. (2012). Conducting Educational Design Research. London: Routledge.
Mor, Y. et al. (2013). The art and science of learning design In Research in Learning Technology Vol. 21 Coaction Publishing
Noss R, & Clayton, J. (2015). Reconstructing Constructivism IN: Constructivist foundations VOL. 10, No3
O’Brien, S. M. (2016). Teachers in the Making: An investigation of pre-service teacher experience in a maker faire setting, and the role of design thinking. University of California, Santa Barbara.
Papert S. & Harel I. (1991). Constructionism: Research reports and essays, 1985–1990. Ablex, Norwood NJ
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas, Basic Books, New York, NY.
Reeves, T. C., Herrington, J., & Oliver, R. (2005). Design research: A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), pp. 97-116.
Reigeluth, C. M., & Frick, F. W. (1999). Formative research: A methodology for creating and improving design theories. In C. M. Reigeluth (Ed.), Instructional-design theories and models (Vol. II, pp. 633-651). Mahwah, NJ: Lawrence Erlbaum.
Rittel H.W. J. & Webber, M.M., (1973). Dilemmas in a general theory of planning Policy sciences 4 pp. 155-169 Elsevier Scientific Publishing Company, Amsterdam
Sandoval, W. A., & Bell, P. (2004). Design based Research methods for studying learning in Context: Introduction. Educational Psychologists, 39(4), pp. 199-210
Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action, Basic Books
Schön, D.A. (1985). The Design Studio - an exploration of its traditions and potential Architecture & the Higher Learning.
Schön, D.A. (1992). Designing as reflective conversation with the materials of a design situation, Knowledge-Based Systems Journal - Special Issue on AI in Design, Vol. 5, No. 1, 1992, pp. 3-14.
Smith, R. C., Iversen, O.S. & Hjorth, M. (2015). Design Thinking for Digital Fabrikation in Education International Journal of Child of of Child-Computer Interaction, 5, pp. 20-28.
Van den Akker, J. (1999). Principles and methods of development research. In J. van den Akker, N. Nieveen, R. M. Branch, K. L. Gustafson & T. Plomp (Eds.), Design methodology and developmental research in education and training (pp. 1-14). The Netherlands: Kluwer Academic Publishers.
Van den Akker, J., Gravemeiger, K., McKenney, S. & Nieveen, N. (in press). Introducing Educational Design Research. In Van den Akker, J., Gravemeiger, K., McKenney, S. & Nieveen, N. (in press) (Eds.), Educational design research. (pp. 1-8). London: Routledge.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology enhanced learning environments. Educational Technology Research and Development, 53(4), pp. 5-23.
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Artikler publiceret i Tidsskriftet for Læring og Medier er licenseret under en Creative Commons Navngivelse-IkkeKommerciel-IngenBearbejdelse 4.0 Unported Licens.
Forfattere bevarer deres ophavsret og giver tidsskriftet ret til første publicering, samtidigt med at værket er omfattet af Creative Commons Attribution-licensen: Navngivelse – Ikke-kommerciel - Ingen Bearbejdede Værker (by-nc-nd). Læs om licensen på http://www.creativecommons.dk/om/.
---
På LOM.dk kan du endvidere finde artikler fra det nu nedlagte Tidsskrift for Universiteternes Efter- og Videreuddannelse (UNEV). Vær opmærksom på, at der gælder særlige regler for UNEV artikler:
Det er forfatterne og evt. andre ophavsret indehavere, der har ophavsretten til artikler udgivet i UNEV regi, og det er en betingelse for adgang til artiklerne, at brugere anerkender og overholder de juridiske retningslinjer forbundet hermed.
- Brugere må downloade og printe én kopi af en hvilken som helst UNEV artikel mhp. private studier eller forskning.
- Det er ikke tilladt at videredistribuere artikler eller anvende disse til indtægtsdækkede aktiviteter eller kommercielle formål.
- Det er tilladt at distribuere URL’en til UNEV artikler.
