Emerging research shows teachers and architects perceive higher numbers of affordances for learni... more Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environments (ILEs) than in traditional classrooms. Yet, offering ILEs alone will not bring about significant changes to teacher practices nor students’ learning experiences. Supporting teachers to perceive and utilise spaces that offer multiple activity settings, such as afforded by ILEs, is important in eliciting pedagogical change. This research explored the development of strategies intended to support teachers to actualise the affordances of ILEs, i.e. take advantage of new learning spaces for effective teaching and learning. An innovative methodological pairing of Participatory Action Research (PAR) and Co-design was employed to explore teachers’ instructional practice development in relation to new learning spaces. The study uncovered insights into current and future practices, where teacher participants planned, enacted, and reflected upon their pedagogi...
'Joining Practice Research' is a practice-led PhD grounded by a co-design project. This s... more 'Joining Practice Research' is a practice-led PhD grounded by a co-design project. This study examines how we evaluate the contribution of design expertise within sites of collaborative (interdisciplinary) research. This project supposes that the expertise of the designer has shifted with changes in the contribution design makes to socially orientated problems. 'Joining' becomes significant as method to form better knowledge around this re-imagining of design practice.
Emerging research shows teachers and architects perceive higher numbers of affordances for learni... more Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environments (ILEs) than in traditional classrooms. Yet, offering ILEs alone will not bring about significant changes to teacher practices nor students’ learning experiences. Supporting teachers to perceive and utilise spaces that offer multiple activity settings, such as afforded by ILEs, is important in eliciting pedagogical change. This research explored the development of strategies intended to support teachers to actualise the affordances of ILEs, i.e. take advantage of new learning spaces for effective teaching and learning. An innovative methodological pairing of Participatory Action Research (PAR) and Co-design was employed to explore teachers’ instructional practice development in relation to new learning spaces. The study uncovered insights into current and future practices, where teacher participants planned, enacted, and reflected upon their pedagogi...
Despite the apparent ubiquity of ‘design thinking’ it continues to defy
an adequate definition. T... more Despite the apparent ubiquity of ‘design thinking’ it continues to defy an adequate definition. This has led to a conceptual obfuscation and in turn a reduction of design thinking and limitation of the potential of designing and the goal it seeks to achieve: creative outcomes. This article is a response to this conceptual muddiness. Outlining an abridged version of antecedent ‘design thinking’ models may assist in design thinking’s role in broadening transdisciplinary practice. When embraced with greater critical scrutiny, design thinking offers a chance for designers to widen and articulate their capacities, aiding the definition of emergent design practices. However, design thinking continues to be used with scarce critical or historical appraisal. A conceptual elucidation of historical modes of ‘design practice’ and pedagogy, will contribute to our understanding of inchoate transdisciplinary design practice. How we situate and value design in education is a focus of this article, as developing this area of analysis could enrich our appraisal of design thinking and contribute to a clearer and more sustainable use of the term and what the term implies for designs future.
Emerging research shows teachers and architects perceive higher numbers of affordances for learni... more Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environments (ILEs) than in traditional classrooms. Yet, offering ILEs alone will not bring about significant changes to teacher practices nor students’ learning experiences. Supporting teachers to perceive and utilise spaces that offer multiple activity settings, such as afforded by ILEs, is important in eliciting pedagogical change. This research explored the development of strategies intended to support teachers to actualise the affordances of ILEs, i.e. take advantage of new learning spaces for effective teaching and learning. An innovative methodological pairing of Participatory Action Research (PAR) and Co-design was employed to explore teachers’ instructional practice development in relation to new learning spaces. The study uncovered insights into current and future practices, where teacher participants planned, enacted, and reflected upon their pedagogi...
'Joining Practice Research' is a practice-led PhD grounded by a co-design project. This s... more 'Joining Practice Research' is a practice-led PhD grounded by a co-design project. This study examines how we evaluate the contribution of design expertise within sites of collaborative (interdisciplinary) research. This project supposes that the expertise of the designer has shifted with changes in the contribution design makes to socially orientated problems. 'Joining' becomes significant as method to form better knowledge around this re-imagining of design practice.
Emerging research shows teachers and architects perceive higher numbers of affordances for learni... more Emerging research shows teachers and architects perceive higher numbers of affordances for learning in innovative learning environments (ILEs) than in traditional classrooms. Yet, offering ILEs alone will not bring about significant changes to teacher practices nor students’ learning experiences. Supporting teachers to perceive and utilise spaces that offer multiple activity settings, such as afforded by ILEs, is important in eliciting pedagogical change. This research explored the development of strategies intended to support teachers to actualise the affordances of ILEs, i.e. take advantage of new learning spaces for effective teaching and learning. An innovative methodological pairing of Participatory Action Research (PAR) and Co-design was employed to explore teachers’ instructional practice development in relation to new learning spaces. The study uncovered insights into current and future practices, where teacher participants planned, enacted, and reflected upon their pedagogi...
Despite the apparent ubiquity of ‘design thinking’ it continues to defy
an adequate definition. T... more Despite the apparent ubiquity of ‘design thinking’ it continues to defy an adequate definition. This has led to a conceptual obfuscation and in turn a reduction of design thinking and limitation of the potential of designing and the goal it seeks to achieve: creative outcomes. This article is a response to this conceptual muddiness. Outlining an abridged version of antecedent ‘design thinking’ models may assist in design thinking’s role in broadening transdisciplinary practice. When embraced with greater critical scrutiny, design thinking offers a chance for designers to widen and articulate their capacities, aiding the definition of emergent design practices. However, design thinking continues to be used with scarce critical or historical appraisal. A conceptual elucidation of historical modes of ‘design practice’ and pedagogy, will contribute to our understanding of inchoate transdisciplinary design practice. How we situate and value design in education is a focus of this article, as developing this area of analysis could enrich our appraisal of design thinking and contribute to a clearer and more sustainable use of the term and what the term implies for designs future.
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an adequate definition. This has led to a conceptual obfuscation and
in turn a reduction of design thinking and limitation of the potential
of designing and the goal it seeks to achieve: creative outcomes.
This article is a response to this conceptual muddiness. Outlining
an abridged version of antecedent ‘design thinking’ models may
assist in design thinking’s role in broadening transdisciplinary practice.
When embraced with greater critical scrutiny, design thinking offers
a chance for designers to widen and articulate their capacities, aiding
the definition of emergent design practices. However, design thinking
continues to be used with scarce critical or historical appraisal.
A conceptual elucidation of historical modes of ‘design practice’
and pedagogy, will contribute to our understanding of inchoate
transdisciplinary design practice. How we situate and value design
in education is a focus of this article, as developing this area of analysis
could enrich our appraisal of design thinking and contribute to
a clearer and more sustainable use of the term and what the term
implies for designs future.
an adequate definition. This has led to a conceptual obfuscation and
in turn a reduction of design thinking and limitation of the potential
of designing and the goal it seeks to achieve: creative outcomes.
This article is a response to this conceptual muddiness. Outlining
an abridged version of antecedent ‘design thinking’ models may
assist in design thinking’s role in broadening transdisciplinary practice.
When embraced with greater critical scrutiny, design thinking offers
a chance for designers to widen and articulate their capacities, aiding
the definition of emergent design practices. However, design thinking
continues to be used with scarce critical or historical appraisal.
A conceptual elucidation of historical modes of ‘design practice’
and pedagogy, will contribute to our understanding of inchoate
transdisciplinary design practice. How we situate and value design
in education is a focus of this article, as developing this area of analysis
could enrich our appraisal of design thinking and contribute to
a clearer and more sustainable use of the term and what the term
implies for designs future.