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This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students. It addresses concerns about the theoretical and practical implications of the still emergent emphasis of design in education. The book begins by examining a number of prominent design processes being used by educators including human-centred design, designing for authentic inquiries, and Universal Design for Learning. It then delves into how teachers, system leaders, and students can engage in educational design within the complex spaces of K-12 contexts. Finally, the book takes up design in education within a maker and making context. Each chapter includes a vignette, a series of guiding questions, along with specific design principles that can help address common challenges and issues educators encounter in their practice.
This book provides both theoretical and practical elements involved in educational design and is beneficial to scholars, graduate students, educators, and pre-service teachers.
Sommario
Introduction.- From Teacher as Implementor to Teacher as Designer.- Part I: Differing Perspectives on Educational Design.- Considering the Human in Human-Centred Design.- Reframing Inquiry in Education: Designing for a Living Curriculum.- Designing Learning through Universal Design for Learning.- Part II: Key Actors within Educational Design.- Teacher as Designer of Learning: Possibilities and Praxis of Deep Design.- Students as Designers.- A Voice of the In-between: Design Thinking and Heart-Centred Leadership.- Part III: New Possibilities for Design in Education.- Design Thinking through Passion-Based Learning.- Re-imagining Assessment: Assessing Design Thinking within Makerspaces. -Design Principles for Teaching Sustainability within Makerspaces.- Conclusion.- The Future of Design Thinking in Education: Challenges and Possibilities.
Info autore
David Scott, PhD, is an Associate Professor of Curriculum and Learning in the Werklund School of Education at the University of Calgary. Dr. Scott's research has focussed on how educators interpret and pedagogically respond to new curricular mandates including recent directives in Canada to engage students in inquiry-based learning. More recently, his work has been focussed on reframing and repositioning the ways design has traditionally been understood and enacted in the field of education. He is currently involved in research on how insights from design fields and critical perspectives in sociocultural theory can help teachers move beyond technical rational approaches to design towards more designerly stances in service of transforming cultural configurations within schools.
Jennifer Lock Ph.D., is a Professor and Vice Dean in the Werklund School of Education at the University of Calgary, Canada. Her area of specialization is in the Learning Sciences.Dr. Lock's research interests are in the following areas: e-learning with a speci¿c focus in online learning, online learning communities, and developing capacity of online educators; technology integration in education and teacher education; change and innovation in education; educational development and the scholarship of teaching and learning in higher education; and learning through making and makerspaces.
