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Candidacy Review Presentation: Design for Learning in the Digital Age
- 1. design for learning i n t h e d i g i ta l a g e karin storm wood mfa candidacy review
- 2. pop quiz # 1 subject : lesson plan : : content :
- 8. “ If you are a member of that vanishing tribe, the amateurs of fine vintages, you will choose the crystal...
- 9. “ ...because everything about it is calculated to reveal rather than hide the beautiful thing which it was meant to contain. ”
- 10. “ ...because everything about it is calculated to reveal rather than hide the beautiful thing which it was meant to contain. — b e a t r i c e ” wa r d e
- 12. free time age
- 13. free time motivation age
- 14. transformation design studio hello, you look like a teacher
- 15. on henry jenkins Education should explicitly support participatory media because it mobilizes young people to take action on issues they are passionate about.
- 16. on ellen lupton & g. abbott miller Like frames, words themselves are subjective: they evoke different meanings for different people.
- 17. on michael rock It’s true that bad form creates noise. But good form can also be the main inducement to engage with content.
- 18. visual language studio good morning
- 20. on marshall mcluhan As McLuhan argued back in 1960: for 500 years, our thoughts have been shaped through the solitary, even passive study of books.
- 21. technology studio advent of digital media: accessible tools + expanding audience
- 22. marshall mcluhan: “New patterns of perception and sensibility… are subliminally imposed on us all by new structures for codifying and moving information that re-create our sense of... teaching and learning.”
- 23. louise sandhaus: Cognitive perception is “like a device… filtering and framing my vision and therefore shaping my knowledge and experience. How we think is what we think.”
- 24. visual language studio make more
- 25. on liz sanders Co-creation empowers users and harnesses their sense of ownership, which seems more sustainable to me— and more likely to yield results.
- 26. transformation design studio play phone
- 30. premises & definitions the way in which content is presented or engaged is its form.
- 31. premises & definitions the way in which content is presented or engaged is its form. the form must adapt to existing noise, and it must not create its own noise.
- 32. premises & definitions the way in which content is presented or engaged is its form. the form must adapt to existing noise, and it must not create its own noise. the successful transmission of a signal to a learner is a complex function of form, noise, and audience.
- 33. richard saul wurman “When you approach a problem, you must go backward to find the beginning... Only then can you ask yourself the questions that will lead to productive solutions.”
- 35. andrew blauvelt “Relational design is preoccupied with design’s effects... in the realm of behavior. [It] value[s] the experiential and the participatory... Dewey over Derrida.”
- 38. more premises & definitions learning is an internal process. it requires internal motivation.
- 39. more premises & definitions learning is an internal process. it requires internal motivation. learning requires engagement with the content.
- 40. more premises & definitions learning is an internal process. it requires internal motivation. learning requires engagement with the content. in the absence of motivating content, form itself can be a motivator.
- 41. Hypothesis rules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
- 42. Hypothesis rules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
- 43. Hypothesis rules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
- 44. Hypothesis rules of [student] engagement unmotivating content motivating noisy signal clear form passive mode active
- 45. pop quiz #2 Andrew Blauvelt: “The history of design can viewed in three successive phases, moving from form to content to .”
- 46. karin storm wood It’s not about Shakespeare, or mitochondria, or numerators, or the causes of the Civil War.
- 47. karin storm wood It’s not about Shakespeare, or mitochondria, or numerators, or the causes of the Civil War. It’s about context: The experience of the learners come first.
- 48. karin storm wood It’s not about Shakespeare, or mitochondria, or numerators, or the causes of the Civil War. It’s about context: The learners’ experience comes first. Content and form follow.
- 49. karin storm wood thank you.