// Design Studios
Part 1: Design Rationale
- Overview/design brief in response to client challenge
- Problem statement (need)
- Vision statement (change)
Part 2: Demo / Enactment of Design Artifact and Experience
- Descriptive narrative with effective media use to convey and reveal the features and experience of using the designed system
- Use your prototype with visuals and stories to communicate the user experience
Part 3: Design Inquiry Process Reflection
- Describe how your design process led to the current prototype
- Include explanations and motivations for the key design moves in your process
- Use visual documentation, design process artifacts, user study data, images and anecdotes from data sources
- How would learning be assessed in the experience you envision?
In the comments below, please describe what you think a design case is based on this reading.
Does this inform how you might think about presenting your final project to stakeholders? How might you use the techniques given to establish "trustworthiness" in your presentations.
A Practical Guide to Open Portfolios by Maker Ed (Nov 2016) just released at the Maker Ed Open Portfolio workshop.
Collins, A. & Kapur, M. (2014). Cognitive Apprenticeship, Chap 6. In Sawyer, R. K. (Ed.).The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
What aspects of cognitive apprenticeship is your open portofolio design concept addressing? What instructional strategies will be explicitly or implicitly supported?
Houde, S., & Hill, C. (1997) What do prototypes prototype. Handbook of Human-computer interaction, (2) 367-381.
Given the model described in this reading, which prototyping approach (role, look & feel, implementation or integration) seems most applicable to your current design situation, and why?
Klemmer Coursera Lecture - Storyboards, Paper Prototypes, and Mockups
Lim, Y. K., Stolterman, E., & Tenenberg, J. (2008). The anatomy of prototypes: Prototypes as filters, prototypes as
Students in Learning Media should be familiar with three Federal Acts—COPPA, CIPA, FERPA—which protect children's Internet privacy, safety and security and must be considered in the design of online learning systems.
For more information see:
Link to Deliverable 1 Requirements & Grading Rubric on the course site.
Design Insights Report Exemplar
Undergrads and (non presenters) select one of the following for your reflection post.
A. Activity System Theory
Greeno, J. (2014). Learning in activity. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. (pp. 79-96). New York: Cambridge University Press
B. Ecology of Resources (EoR)
Luckin, Rosemary. "The learner centric ecology of resources: A framework for using technology to scaffold learning." Computers & Education 50.2 (2008): 449-462.
Presenting Teams: Divvy up the readings, and then meet as a group to dicuss them and plan 15-minute group presentation to the class with your review of either Activity System or Ecology of Resources theory. Include a brief overview of the framework, a description of research methods/techniques used, summarize the findings, and then mostly talk to us about the usefulness (or not) of these approaches in your view for researching and designing technology enhanced learning environments. Feel free to be creative in your presentation or involve the class in an activity, anything that helps us understand the reading and the ideas, especially in relation to our design work. Talk about how you may take ideas about from these readings as you start to plan your User Study 3 questions and protocol.
Additional Readings & Resources for Activity System Presenters
Additional Readings & Resources for (EoR) Presenters
Luckin, Rosemary et al. (2013) The Handbook of Design in Educational Technology.