Overview
- Aids the understanding of design-thinking from designers’ perspectives
- Provides design-thinking case studies from diverse disciplines to inform school learning
- Discusses future directions in education based on design-thinking and practice
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Table of contents (13 chapters)
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Front Matter
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Critical Perspectives on Design and Design Thinking
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Front Matter
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How Designers Design and Learn in their Design Work
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Front Matter
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Back Matter
Keywords
- design-based learning
- designerly ways of knowing
- subversive design practices and education
- design epistemology and education
- social design education
- design thinking in education
- game design in education
- bio-inspired design in education
- professional design practices in education
- reflective practices in education
- media design in education
- auto-ethnomethodology in education
- space design in education
- creative design in education
About this book
This book offers insight into designerly ways of knowing from the perspectives of experts and professionals engaging in diverse forms of design in workplaces and other public domains. It also aids in the understanding of design practices from designers’ viewpoints via case studies. By pursuing a reflective inquiry in their design epistemology (designerly ways of knowing), design praxiology (practices of design), or design phenomenology (forms of designs), self-studies of design practices, and presenting studies of designs, the authors of this book demonstrate how they influence the people and the object of inquiry or design. The case studies presented in this book also illustrate how designers develop their expertise, and provides inspiration for the incorporation of design-thinking and practice in education.
Editors and Affiliations
About the editors
Lynde Tan holds a PhD in Applied Linguistics from the University of Lancaster, United Kingdom. She is interested in pedagogical issues pertinent to the use of digital media for literacies and new culture of learning. Prior to Western Sydney University, Lynde researched and taught at the Learning Sciences Lab and Learning Sciences and Technologies Academic Group in National Institute of Education, Nanyang Technological University in Singapore. Passionate about designing social futures for young people, Lynde has co-chaired committees headed by Microsoft (Singapore) and Infocomm Development Authority of Singapore to design and scale innovative digital practices using emerging technologies among Singapore teachers. She has recently completed a research on using augmented reality for primary literacy education in Australia. Her recent book “Between worlds: Extending Students’ Multimodal Literacy Practices with Augmented Reality” is now used as a national resource for primaryschool teachers’ professional development in Australia. As a researcher with keen interests in digital literacy practices, she has published extensively in Q1 journals on teachers’ design capacities for 21st Century new culture of learning, and learner-generated designs in participatory culture in the formal and informal spaces.
Beaumie Kim completed her PhD in Instructional Technology at the University of Georgia, USA. She joined University of Calgary in January 2013. Prior to University of Calgary, she researched and taught at the Learning Sciences Lab and Learning Sciences and Technologies Academic Group in National Institute of Education, Nanyang Technological University in Singapore. She previously worked for NASA-sponsored Classroom of the Future program at the Center for Educational Technologies in Wheeling Jesuit University in the United States. Her earlier work was focused on using experts’ resources and tools for the research and development of learning resourcesand tools using technology, including co-designing educational games with stakeholders, such as scientists, designers, educators, and students. Her current research engages learners in creating games for their own and others' learning in a playful manner in diverse educational contexts. Her work is carried out in collaboration with teachers and students as design partners, and by observing their interactions, discourse and artifacts.Bibliographic Information
Book Title: Design Praxiology and Phenomenology
Book Subtitle: Understanding Ways of Knowing through Inventive Practices
Editors: Lynde Tan, Beaumie Kim
DOI: https://doi.org/10.1007/978-981-19-2806-2
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2022
Hardcover ISBN: 978-981-19-2805-5Published: 04 September 2022
Softcover ISBN: 978-981-19-2808-6Published: 05 September 2023
eBook ISBN: 978-981-19-2806-2Published: 03 September 2022
Edition Number: 1
Number of Pages: XVI, 232
Number of Illustrations: 13 b/w illustrations, 39 illustrations in colour
Topics: Educational Technology, Curriculum Studies, Teaching and Teacher Education, Learning & Instruction, Creativity and Arts Education