TY - GEN
T1 - Perspectives on Innovative Designs and Learning
AU - Brooks, Eva
AU - Dau, Susanne
AU - Selander, Staffan
PY - 2022
Y1 - 2022
N2 - Digitalization has changed ways of learning as well as challenged conditions for creativity in different landscapes of learning. This raises questions about how to approach learning and design in new ways. To address these queries, this conceptual symposium paper presents three perspectives on how innovative designs and learning in analogue and digital activities can promote new metaphors, theories, and methodologies to study these kinds of processes. The first perspective adds a focus on the environment and spaces based on ecological understanding of design and learning with a pivot point on boundaries and people’s wayfinding. The second perspective adds a focus on activities with artifacts and people’s engagement in creative and playful processes of making and breaking as part of a design and learning process. The third perspective takes the position of collaborative design in educational settings, with a focus on context and sequences, framing and fixing points, and on the choice of material and semiotic resources to express/represent knowledge. Despite differences in these perspectives, they can be used in different educational practices to understand people’s engagement in design and learning. The paper shows that differences in perspectives not necessarily represent division or disagreement, but rather exploratory routes that can generate new learning, understanding and resources to approach societal and educational challenges.
AB - Digitalization has changed ways of learning as well as challenged conditions for creativity in different landscapes of learning. This raises questions about how to approach learning and design in new ways. To address these queries, this conceptual symposium paper presents three perspectives on how innovative designs and learning in analogue and digital activities can promote new metaphors, theories, and methodologies to study these kinds of processes. The first perspective adds a focus on the environment and spaces based on ecological understanding of design and learning with a pivot point on boundaries and people’s wayfinding. The second perspective adds a focus on activities with artifacts and people’s engagement in creative and playful processes of making and breaking as part of a design and learning process. The third perspective takes the position of collaborative design in educational settings, with a focus on context and sequences, framing and fixing points, and on the choice of material and semiotic resources to express/represent knowledge. Despite differences in these perspectives, they can be used in different educational practices to understand people’s engagement in design and learning. The paper shows that differences in perspectives not necessarily represent division or disagreement, but rather exploratory routes that can generate new learning, understanding and resources to approach societal and educational challenges.
KW - Innovative designs
KW - Learning
KW - Knowledge representations
KW - Learning ecology
KW - Wayfinding
KW - Play
KW - Exploration
KW - Material interaction
UR - https://link.springer.com/chapter/10.1007/978-3-031-06675-7_14
UR - http://www.scopus.com/inward/record.url?scp=85131932809&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-06675-7_14
DO - 10.1007/978-3-031-06675-7_14
M3 - Article in proceeding
SN - 978-3-031-06674-0
T3 - Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering (LNICST)
SP - 183
EP - 194
BT - Design, Learning, and Innovation
A2 - Brooks, Eva
A2 - Sjöberg, Jeanette
A2 - Møller, Anders Kalsgaard
PB - Springer
CY - Springer, Cham
T2 - 6th EAI International Conference on Design, Learning, and Innovation, DLI 2021
Y2 - 10 December 2021 through 11 December 2021
ER -