Design research from a learning design perspective

2006 ◽  
pp. 29-63
Keyword(s):  
Design Research ◽  
Learning Design ◽  
Design Perspective

Analyzing Educational Policies: A Learning Design Perspective

2012 ◽  
Vol 21 (4) ◽  
pp. 487-521 ◽  
Author(s):  
Paul Cobb ◽  
Kara Jackson
Keyword(s):  
Educational Policies ◽  
Learning Design ◽  
Design Perspective

Advancing Design Research: A “Big-D” Design Perspective

2013 ◽  
pp. 41-60 ◽  
Author(s):  
Christopher L. Magee ◽  
Kristin L. Wood ◽  
Daniel D. Frey ◽  
Diana Moreno
Keyword(s):  
Design Research ◽  
Design Perspective

scholarly journals 4FAD: A framework for mapping the evolution of artefacts in the learning design process

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Juan A. Muñoz-Cristóbal ◽  
Davinia Hernández-Leo ◽  
Lucila Carvalho ◽  
Roberto Martinez-Maldonado ◽  
Kate Thompson ◽  
...  
Keyword(s):  
Life Cycle ◽  
Design Process ◽  
Design Research ◽  
Research Community ◽  
Learning Design ◽  
Evolutionary Processes ◽  
Ongoing Process ◽  
Design Life ◽  
Design Case ◽  
The Many

A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: from a focus on the final designed artefact (the product of the design process) to the many artefacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures). However, there is still a dearth of studies exploring the evolution of such artefacts throughout the learning design life cycle. A deeper understanding of these evolutionary processes is needed – to help smooth the transitions between stages in the life cycle. In this paper, we introduce the four-dimensional framework for artefacts in design (4FAD) to generate understanding and facilitate the mapping of the evolution of learning design artefacts. We illustrate the value of the framework by applying it in the analysis of an authentic design case.

scholarly journals Embedding Design Patterns in a Methodology for a Design Science of E-Learning

2011 ◽  
pp. 107-134 ◽  
Author(s):  
Yishay Mor
Keyword(s):  
Design Patterns ◽  
Participatory Design ◽  
Design Research ◽  
Design Science ◽  
Pattern Language ◽  
Learning Design ◽  
Methodological Framework ◽  
Research Projects ◽  
Collaborative Reflection ◽  
E Learning

This chapter argues for a design science paradigm of e-learning, and offers a pattern-based methodological framework for such a paradigm. As a concrete manifestation of the framework, the chapter presents a pattern language for collaborative reflection and participatory design workshops, which has been developed for and used by several e-learning design research projects.

scholarly journals Pembelajaran Pola Bilangan melalui Permainan Tradisional Nasi Goreng Kecap

2020 ◽  
Vol 3 (1) ◽  
pp. 43-54
Author(s):  
Dewi Rosikhoh ◽  
Abdussakir Abdussakir
Keyword(s):  
Qualitative Research ◽  
Design Research ◽  
Second Step ◽  
Research Approach ◽  
Development Studies ◽  
Learning Design ◽  
Integrative Learning ◽  
Second Stage ◽  
Integration Of Learning ◽  
Traditional Game

The development of games in the technological acceleration era nowadays endangers the extinction of traditional games. Therefore, the integration of Learning with Cultural Local Wisdom was needed to keep those cultures. The purpose of this research was to create an integrated learning design using number patterns material through the traditional game of Nasi Goreng Kecap. This research is a qualitative research with a design research approach and development studies type. The results showed that Nasi Goreng Kecap's traditional game had five steps in the process of the game. The second stage of this game contains the concept of number patterns. That's why, through this Nasi Goreng Kecap traditional game, it was able to be designed a process of learning that integrates mathematics with local wisdom culture. In those designed for integrative learning, students were arranged to be several groups with a maximum of each group was six students. Each group was played those games until the second stage only. Group worksheets had been provided by the teacher to direct the students in making patterns generalization from the second step of the Nasi Goreng Kecap traditional game.

scholarly journals Rethinking online learning design to enhance the experiences of Indigenous higher education students

2019 ◽  
Vol 35 (6) ◽  
pp. 132-149 ◽  
Author(s):  
Alison Kay Reedy
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Indigenous People ◽  
Design Research ◽  
Design Principles ◽  
Critical Element ◽  
Preliminary Design ◽  
Learning Design ◽  
Education Students ◽  
Educational Design

The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people. This article explores culture as a critical element of online learning design that enhances the learning experiences and outcomes of Indigenous people. The study reported in this article was conducted at a regional Australian university and was methodologically situated within an educational design research framework. Data were collected through the narrative method of yarning with 19 Indigenous students enrolled in a range of disciplines. From the data, 10 themes were developed, which guided the design of a learning design model and six preliminary design principles. The study contributes to the gap in the literature on learning design for Indigenous online higher education students. As the model and preliminary design principles are culturally situated at the site of the study, they need testing by educational designers and academics to ascertain their usefulness in other contexts.

scholarly journals Dimensions of User Experience - from the Product Design Perspective

2015 ◽  
Vol Volume 3, Issue 1 (Research articles) ◽  
Author(s):  
Kerstin Bongard-Blanchy ◽  
Carole Bouchard
Keyword(s):  
Software Development ◽  
Human Computer Interaction ◽  
Product Design ◽  
User Experience ◽  
Design Research ◽  
Human Perception ◽  
Temporal Dimension ◽  
Science Models ◽  
International Audience ◽  
Design Perspective

International audience The UX domain has so far been strongly associated with software development. However, its methods are finding their way intodomains like Product and Service Design. Product Designers now need competencies far beyond classical form-giving. The objective of thispaper is to show Product Designers which design dimensions they need to attend to when designing for UX. The paper gives an overview ofdesign dimensions that potentially impact how users’ experience products. These dimensions are brought together from theories ofCognitive Science, models of Human-Computer Interaction and findings from Design Research. They are presented under four categories:dimensions of human perception, dimensions of products, dimensions of the context of use and the temporal dimension. In the final part, theidentified dimensions are connected into a schema, illustrating their interplay and therefore the journey of UX between a user and a product,in a certain context over a certain time. Le domaine EU (Expérience Utilisateur) a été étroitement lié au développement des logiciels. Les méthodes UX trouventcependant de plus en plus d’applications dans le Design de Produits. Aujourd’hui le Designer Produit doit mettre en oeuvre des compétencesqui vont bien au-delà de la seule définition de l’apparence. L’objet de cet article est de mettre en lumière ces dimensions du design que lesDesigners Produit soucieux de concevoir dans le respect de l’UX ne sauraient ignorer. L’article apporte ainsi une vue globale sur lesdimensions susceptibles d’impacter l’UX. L’identification des dimensions pertinentes puise à la fois dans les théories de la psychologiecognitive, dans les modèles d’interaction homme-machine, ainsi que dans les résultats de la recherche en design. Ces dimensions sontensuite regroupées sous quatre catégories : les dimensions de la perception humaine, du produit et du contexte de l’utilisation, ainsi que ladimension temporelle. Enfin, ces dimensions sont mises en relation dans un schéma qui illustre le cours de l’expérience entre un utilisateuret un produit, dans un contexte et avec sa temporalité.

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