Skip to main content
SpringerLink
Log in

Perspectives on Innovative Designs and Learning

  • Conference paper
  • First Online:
Design, Learning, and Innovation (DLI 2021)

Included in the following conference series:

  • 313 Accesses

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 64.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 84.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Epale Homepage, Ten most useful lifelong skills in Learning. EU (2020). Accessed 01 Sep 21. https://epale.ec.europa.eu/en/blog/deset-najkorisnijih-cjelozivotnih-vjestina-u-ucenju

  2. Collins, A., Halverson, R.: (2009). Rethinking Education in the Age of Technology. The Digital Revolution and Schooling in America. Teachers College Press, New York (2009)

    Google Scholar 

  3. Kress, G., Selander, S., Säljö. R., Wulf, C. (eds.). Learning as Social Practice. Beyond Education as an Individual Enterprise. Routledge, London (2021)

    Google Scholar 

  4. Morin, E.: On Complexity. Hampton Press, Cresskill (2008)

    Google Scholar 

  5. Selander, S.: Designs for learning and ludic engagement. Digital Creativity 19(3), 199–208 (2008)

    Article  Google Scholar 

  6. Samuelsson, I.P., Carlsson, M.A.: The playing learning child: towards a pedagogy of early childhood. Scand. J. Educ. Res. 52(6), 623–641 (2008). https://doi.org/10.1080/00313830802497265

    Article  Google Scholar 

  7. Dau, S.: A learning ecology design. In: Brooks, E., Dau, S., Selander, S. (eds.) Digital Learning and Collaborative Practices: Lessons from Inclusive and Empowering Participation with Emerging Technologies, p. 21. Routledge, Milton Park (2021)

    Google Scholar 

  8. Siemens, G.: Connectivism: creating a learning ecology in distributed environments. In: Hug, T. (ed.) Didactics of Microlearning, pp. 53–68 (2007)

    Google Scholar 

  9. Barron, B.: Learning ecologies for technological fluency: gender and experience differences. J. Educ. Comput. Res. 31(1), 1–36 (2004)

    Article  MathSciNet  Google Scholar 

  10. Dau, S., Ryberg, T.: Disruptions and disturbance as challenges in a blended learning (BL) environment and the role of embodied habit orientation. In: European Conference on E-Learning, p. 156. Academic Conferences International Limited (2014)

    Google Scholar 

  11. van der Maarel, E.: Ecotones and ecolines are different. J. Veg. Sci. 1(1), 135–138 (1990)

    Article  Google Scholar 

  12. Ingold, T.: The Perception of the Environment – Essays on Livelihood and Skill. Routledge, Milton Park (2000)

    Google Scholar 

  13. Golledge, R.G.: Human wayfinding and cognitive maps. In: Rockman, M., Steele, J. (eds.) The Colonization of Unfamiliar Landscapes, pp. 49–54. Routledge, Milton Park (2003)

    Google Scholar 

  14. Simonsen, K.: Practice, spatiality and embodied emotions: an outline of a geography of practice. Hum. Aff. 2, 168–181 (2007)

    Article  Google Scholar 

  15. Heidegger, M.: Being and Time. Basil Blackwell, Oxford, Oxford (1988)

    Google Scholar 

  16. Dau, S.: Studerendes orientering i fleksible professionsuddannelsers læringsrum: Et narrativt casestudie af vidensudviklingens veje og afveje. Aalborg Universitetsforlag (2015)

    Google Scholar 

  17. Woods, C.T., Rudd, J., Robertson, S., Davids, K.: Wayfinding: how ecological perspectives of navigating dynamic environments can enrich our understanding of the learner and the learning process in sport. Sports Med Open 6(1), 1–11 (2020)

    Article  Google Scholar 

  18. Stappers, P.J.: Doing design as a part of doing research. In: Michel, R. (ed.) Design research now. Board of International Research in Design, pp. 81–91, (2007). https://doi.org/10.1007/978-3-7643-8472-2_6

  19. Zimmerman, J., Forlizzi, J., Evenson. S.: Research through design as a method for interaction design research in HCI In: Proceedings of the SIGGCHI Conferences on Human Factors in Computing Systems, pp. 493–501. ACM (2007). https://doi.org/10.1145/1240624.1240704

  20. Sutton-Smith, B.: The Ambiguity of Play. Harvard University Press, Cambridge (1997)

    Google Scholar 

  21. Linell, P.: Rethinking Language, Mind and World, Dialogically: Interactional and Contextual Theories of Human Sense-Making, Information Age Publishing, Charlotte (2009)

    Google Scholar 

  22. Vygotsky, L.S.: Mind and Society. Harvard University Press, Cambridge (1978)

    Google Scholar 

  23. Sommer, D., Pramling Samuelsson, I., Hundeide, K.: Early childhood care and education: a child perspective paradigm. Eur. Early Child. Educ. Res. J. 21(4), 459–475 (2010). https://doi.org/10.1080/1350293X.2013.845436

    Article  Google Scholar 

  24. Sanders, N., Stappers, P.J.: Co-creation and the new landscapes of design. Co-design 4(1), 5–18 (2008)

    Google Scholar 

  25. Ehn, P.: Scandinavian design: on participation and skills. In: Schuler, D., Namioka, A. (eds.) Participatory Design. Principles and Practices. Routledge, Milton Park (1993). https://doi.org/10.1201/9780203744338

  26. Brooks, E., Sjöberg, J.: A designerly approach as a foundation for school children’s computational thinking skills while developing digital games. IDC ’20: Proceedings of the Interaction Design and Children Conference, 87–95. Association for Computing Machinery (ACM) (2020)

    Google Scholar 

  27. Sjöberg, J., Brooks, E.: Problem solving and collaboration when school children develop game designs. In: Brooks, A., Brooks, E.I. (eds.) Interactivity, Game Creation, Design, Learning, and Innovation. ArtsIT 2019/DLI 2019, LNICST (Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering), vol. 328, pp. 683–698. Springer, Switzerland (2020). https://doi.org/10.1007/978-3-030-53294-9

  28. Catala, A., Sylla, C., Theune, M., Brooks, E., Read, J.C.: Rethinking children’s co-creation processes beyond the design of TUIs. In: IDC 2018 Interaction Design and Children. Association for Computing Machinery (ACM), pp. 733–740 (2018)

    Google Scholar 

  29. Fleer, M.: Conceptual playworlds: the role of imagination in play and learning. Early Years 41(4), 353–364 (2018)

    Article  Google Scholar 

  30. Parker-Rees, R.: Learning from play: design and technology, imagination and playful thinking. In: IDATER Conference, pp. 20–25. Loughborough University, Loughborough (1997)

    Google Scholar 

  31. Brooks, E.: Designing as play. In: Brooks, E., Dau, S., Selander, S. (eds.). Digital Learning and Collaborative Practices. Lessons from Inclusive and Empowering Participation with Emerging Technologies, pp. 4–11. Routledge, Milton Park (2021)

    Google Scholar 

  32. Sylla, C., Brooks, E., Tümmler, L.: Blocks as symbolic tools for children’s playful collaboration. In: Brooks, A.L., Brooks, E., Vidakis, N. (eds.) ArtsIT/DLI -2017. LNICSSITE, vol. 229, pp. 413–423. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-76908-0_40

    Chapter  Google Scholar 

  33. Wiberg, M.: Methodology for materiality: interaction design research through a material lens. Pers. Ubiquit. Comput. 18(3), 625–636 (2013). https://doi.org/10.1007/s00779-013-0686-7

    Article  Google Scholar 

  34. Stappers, P. J.: Prototypes as central vein for knowledge development. In: Valentine, L (ed.) Prototyping: Design and Craft in the 21st Century, pp. 85–97. Bloomsbury, London (2013)

    Google Scholar 

  35. Schön, D.: The reflective practitioner: How professionals think in action. Basic Books, New York (1983)

    Google Scholar 

  36. Bannon, L.J., Ehn, P.: Design matters in participatory design. In: Simonsen, J., Robertson, T. (eds.) Routledge International Handbook of Participatory Design, pp. 37–63. Routledge, New York (2013)

    Google Scholar 

  37. Redström, J.: Making Design Theory. The MIT Press, Cambridge (2017)

    Book  Google Scholar 

  38. Dorst, K.: Frame Innovation: Create New Thinking by Design. The MIT Press, Cambridge (2015)

    Google Scholar 

  39. Ramberg, R., Artman, H., Karlgren, K.: Designing learning opportunities in interaction design: Interactionaries as a means to study and teach student design processes. Des. Learn. 6(1–2), 30–57 (2013)

    Google Scholar 

  40. Selander, S.: Designs for learning – a theoretical perspective. Des. Learn. 1(1), 10–24 (2008)

    Google Scholar 

  41. Selander, S.: Transformation and sign-making. The principles of sketching in designs for learning. In: Böck, M., Pachler, N. (eds.) Multimodality and Social Semiotics, pp. 121–130. Routledge, New York (2013)

    Google Scholar 

  42. Laurillard, D.: Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology. Routledge, New York (2012)

    Google Scholar 

  43. Selander, S.: Can a sign reveal its meaning? On the question of interpretation and epistemic contexts. In: Zhao, S., Djonov, E., Björkvall, A., Boeriis, M. (eds.) Advancing Multimodal and Critical Discourse Studies, pp. 67–79. Routledge, New Yourk (2018)

    Google Scholar 

  44. Kress, G., Selander, S.: Multimodal design, learning and cultures of recognition. Internet High Educ. 15(4), 265–268 (2012)

    Article  Google Scholar 

  45. Ramberg, R., Artman, H., Karlgren, K.: Designing learning opportunities in interaction design: interactionaries as a means to study and teach student design processes. Des. Learn. 6(1–2), 30–57 (2013)

    Google Scholar 

  46. Alexander, C., Ishikawa, S., Silverstein, M.: A pattern language. Towns, Buildings, Construction. Oxford University Press, New York (1977)

    Google Scholar 

  47. Kafai, Y.: Seeking to reframe computational thinking as computational participation. Commun. ACM 59(8), 26–27 (2016)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Aalborg University, Kroghstræde 3, 9220, Aalborg, Denmark

    Eva Brooks

  2. University College North, Mylius Erichsens Vej 137, 9210, Aalborg, Denmark

    Susanne Dau

  3. Stockholm University, Postbox 7003, 16407, Kista, Sweden

    Staffan Selander

Authors
  1. Eva Brooks
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Susanne Dau
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Staffan Selander
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Eva Brooks .

Editor information

Editors and Affiliations

  1. Department of Culture and Learning, Aalborg University, Aalborg, Denmark

    Eva Brooks

  2. Halmstad University, Halmstad, Sweden

    Jeanette Sjöberg

  3. Aalborg University, Aalborg, Denmark

    Anders Kalsgaard Møller

Rights and permissions

Reprints and permissions

Copyright information

© 2022 ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Brooks, E., Dau, S., Selander, S. (2022). Perspectives on Innovative Designs and Learning. In: Brooks, E., Sjöberg, J., Møller, A.K. (eds) Design, Learning, and Innovation. DLI 2021. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 435. Springer, Cham. https://doi.org/10.1007/978-3-031-06675-7_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-06675-7_14

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-06674-0

  • Online ISBN: 978-3-031-06675-7

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation