Why Design Alchemy?

  • Roderick Sims
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII, volume 8)


In 2001, I had the opportunity to present at the EdMedia Conference in Finland, where I argued that the conversion of face-to-face courses to an online medium can result in worse, rather than better, learning and teaching experiences. In describing this transformation, I suggested it was in effect the opposite of the popular view of alchemy , with face-to-face ‘gold’ being transformed into online ‘lead’. Twelve years on this original concept has been developed into a comprehensive framework called Design Alchemy, which retains the original ideas of transforming ‘leaden’ educational resources into ‘golden’ learning moments. This chapter builds on the introduction in  Chap. 1 to provide a synthesis of personal and career events which inform the Design Alchemy framework. The chapter commences by reinforcing the magic that computer technology can bring to learning and teaching and continues by exploring the persistence and latency of design knowledge, the separation of design practice from technology and the librettos (texts) that inform design practice. The analysis of these four factors provides a response to the primary question posed by the chapter: why Design Alchemy?


Instructional Design Design Practice Open Educational Resource Educational Design Hype Cycle 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Roderick Sims
    • 1
  1. 1.KnowledgecraftWoodbumAustralia

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