Presentation from the Oxford Ethnography and Education Conference 2015, 22. September, Oxford, UK

1. Educational
Design Thinking
Rikke Toft Nørgård,
Assistant professor, PhD,
Center for Teaching Development and Digital Media,
Aarhus University
Twitter: @RikkeToftN // Mail: rtoft.@tdm.au.dk

2. Background
Implementation of
new technologies
and design
processes in
education

3. Wait? What?
CODING PIRATES FUTURE ISLAND

4. Fieldworking
Action Research // Research through Design // Grounded Theory
FabLab@School: formal setting
Coding Pirates: informal setting
Researcher / Designer / Educator / Educatee as participants

5. Fieldworking

6. Findings
Fieldwork: General tensions and potentials
Designers dislike education (in theory)
Design processes are hard to do (in practice)
New discourse/practice/theory needed (third
space)
Educational design thinking (anti-discipline)
Open-ended education (un-structure)
Futuremaking spaces (transgression)

7. Fields of tension
implementing new
technologies
DISCIPLINE: Professional vision (Goodwin, 1994)
TRANSMISSION: Control and power (Freire, 1974)
STRUCTURE: Rulebound vs freeform (Games & Play
Studies)
The article is thinking about the potentials of transcending
tensions through new participations between
Designer  Educator  Educatee  Designer

8. Fields of potential
inviting for new participations
EMPATHY: Transcending positions (Empathic design)
 A need for anti-Discipline
DEMOCRACY: Liberatory equal dialogue (Critical pedagogy)
 Transgressing transmission
IDEATION: Open-ended teaching & learning (Creative constructionism)
 (un)structured design thinking – education in the making
The article is thinking about potential future participations in education
through educational design thinking
Designer  Educator  Educatee  Designer

9. Fields of potential
inviting for new participations
EMPATHY: Transcending positions (Empathic design)
 A need for anti-Discipline
DEMOCRACY: Liberatory equal dialogue (Critical pedagogy)
 Transgressing transmission
IDEATION: Open-ended teaching & learning (Creative constructionism)
 (un)structured design thinking – education in the making
The article is thinking about potential future participations in education
through educational design thinking
Designer  Educator  Educatee  Designer

10. Fast forward
The case of Coding Pirates CUDiM
Currently working on: Coding Pirates as a FUTUREMAKING
TRANSGRESSIVE SPACE (workshop, laboratory, factory) for working
with the merger of democracy, empathy, and ideation through:
Working towards ways to invite for, support, and
promote engagement, empowerment, and emancipation
in interactions and experiences with new technologies in
education across ages and stages
=> This is first steps towards Futuremaking in education as collective
creative agency through
EDUCATIONAL DESIGN THINKING (anti-discipline for virtuous
education)
OPEN-ENDED EDUCATION (new structures of how might we?)

11. Questions // Ponderings
How to turn it into an amazing article?
Moving thinking and practice forward?
Educational Design Thinking – tensions and potentials? OR do I
ned to write the ’What is Educational Design Thinking article?
Educational Design Thinking– what might it mean?
Empathy, democracy, ideation
Enagement, empowerment, emancipation
Value-based, vision-driven, passionate
Open-endedness, futuremaking, ’how might we…?’
Rage Against the Machine – Research as Revolt?
Research/Dissemination for All – Across ages, stages, formats

12. Thanks for Listening!
LET’S DISCUSS MORE ON
Twitter: @RikkeToftN
Mail: rtoft@tdm.au.dk
Facebook: Rikke Toft Nørgård