My Design Stance

Below is a list of my own heuristics for doing design (and evaluating other designs). They constitute concepts to consider while trying to come up with ideas as well as questions to ask myself while designing.

Understand where the design context falls on the cognitive to socio-cultural spectrum

• • Mental spectrum to think about learning sciences theories, pedagogies, and perspectives in relation to designing learning experiences

  • To understand the whole context: both the environment/venue and the learners

  • What level am I working with?

    • Individual learner level (typically the cognitive end)

    • Community or classroom level (typically the socio-cultural end)

    • Both (usually the case!) - and how do they influence each other?

Ask questions about the 5 key dimensions of a learning environment

• • How does the design invite learners in?

  • How does the design support learners in building mental models?

  • How does the design help sustain learners' engagement?

  • How does the design address and support learning objectives?

  • How does the design address variation among learners?

Ask what the design has to do with learning

• Don't get too tempted by flashy hooks, but still give respect and space to "wild and wacky" ideas

• How is learning being defined in this context? Different types of learning goals:

  • Knowledge - content, concepts, facts

  • Skills - writing, speaking, strategies, technical

  • Self - learning about oneself, whole-person development, formation, purpose

  • A combination of the above (again, often the case!)

Don't just use tech for tech's sake

• Use tech wisely so it contributes to learning, or to engagement that will result in learning

• Strike a balance between easy-to-use (reduce overhead!) and supporting learning

• Consider the relationship between the tech and the learner:

  • Learning to use tech (skills)

  • Learning about tech (knowledge)

  • Learning through/with tech (application of the skills/knowledge)

Authenticity is essential

• Is there real-world applicability in some way (even if it's later down the road)?

• Authenticity can mean:

  • Personal meaningfulness

  • Connection to the world outside the classroom

  • Thinking and doing in ways that reflect the disciplinary practices of experts

Be aware of assumptions

• We all carry assumptions and beliefs with us about learning and learners. It's fine to have assumptions, but it's important to:

  • Acknowledge them

  • Try to validate them through research and evidence

  • Be aware of others' assumptions embedded in the research I look at

• Try to avoid running really far with a design based on assumptions, only to test it and realize I just shouldn't implement it with my audience

Be flexible

• Failing and restarting will happen in the iterative design process

• Iterate not just on design solutions (form and function) but also on project goals and objectives

• Don't have to be radical about iterating

  • Getting negative feedback does not mean scrapping the whole thing

• Learners might use or interpret my design differently than I intended it

  • Highlights the importance of testing and observing designs in use

• If I establish a process through my design, I have to be open to my audience wanting me to change that process

  • Again, find out through testing!