Hi All
Design learning can be seen as an interaction and manipulative interplay
between persons, materials, objects, our conceptions and the responses they
elicit...at another level this activity may be seen as an enmeshment within
the relations which constitute the whole of a being-in-the-world...this
view presents design as elemental to human sapience as a continual (albeit
inhibited & interrupted in some societies) cognitive tradition undivided
from the world...an enmeshment within the relational knowledge of the world.
Of course this activity called design learning can be directed in any way
to produce object things, however, is this the only useful direction for
design learning?....in my recent work i refer to design learning as an
observation-learning journey...a journey through cycles of change which
engage students within ever deepening understandings with each 'return' to
an image or image context. In this view visual design provides a basis for
relational education...teaching students ways of turning towards each other
and the world...ways of speaking that do not silence others and ways of
listening which afford each context a voice...these relational skills are
vital in environmental and Indigenous contexts where problems are immensely
complex and 'solution spaces' challenge fundamental conceptions of
information-knowledge; wants-needs; problem-solution;
preservation-development; living-inert; change-stasis...such conceptions
often need to be totally reframed in these contexts.
Visual design does this because it frees participants from the hegemony
of text and personally challenges each individual to generate an explain
something of themselves in dialogue...an opportunity often denied to many
voices that silently witness debates, discourses and other contestations of
truth. Each person experiences the equal risk of human engagement with a
contentious subject through visual design and every visual design speaks an
individuated story...put together these stories ground understandings as
part of the flow of living knowledge in these contexts...generate the
mutual truth of being-on-the-way to some whole understanding.
Norm
At 08:12 PM 25/08/03 +0200, Chris Heape wrote:
>Dear Lubomir,
>
>Thanks for you response,
>
>Interesting that you bring in medical schools - another profession or
>community of practice. I'm unable to comment specifically, but you
>reminded me of Prosser and Trigwell's book "Understanding Learning and
>Teaching" (2002).
>
>This is a very good study of problems connected with higher education.
>It's central perspective builds on Marton and Booth's (1997) theme of
>learning and awareness. They (Prosser and Trigwell) give a number of
>good examples (including learning and nursing) that deal with the
>relationship between learning, experience and meaning making models,
>which if not considered can result in knowledge being acquired but not
>understood by students.
>
>You also reminded me, for those who are interested, that I forgot to
>post references to relevant literature behind my terms,
>Learning By, Learning With and Learning In, which I mentioned in my
>last post.
>
>Best regards,
>
>Chris.
>
>-------
>
>“Learning By”: - Constructivist learning theory or “learning by
doing”
>(von Glasersfeld 2002, Piaget 2001, Dewey, 1991),
>
>“Learning With”: - Awareness learning theory (Marton, Booth 1997,
>Marton, Saljö 1976a, Marton, SaljÜ 1976b, Prosser, Trigwell 2002,
>Savin-Baden 2000)
>
>“Learning In”: - Activity learning theory or “learning in context”
>(Engström 1987, Engström 1999, Freire 1996, Salomon 1993, Vygotsky
>1978).
>
>References:
>
>Engström Y (1987) An Activity-Theoretical Approach to Developmental
>Research. Orienta-Konsutit, Helsinki
>(http://lchc.ucsd.edu/MCA/PapeEngestrom/expanding/toc.htm)
>
>Engström Y, Miettinen, R., PunamŖki, R., (ed.) (1999) Perspectives on
>Activity Theory. Cambridge University Press, Cambridge
>
>Freire P (1996) Pedagogy of the Oppressed. Penguin Books, London
>
>Marton F, Booth S (1997) Learning and awareness. L. Erlbaum Associates,
>Mahwah, N.J. (xii, 224)
>
>Marton F, Saljö R (1976a) On qualitative differences in learning 1 -
>Outcome and process. British Journal of Educational Psychology (4 - 11)
>
>Marton F, Saljö R (1976b) On qualitative differences in learning 2 -
>Outcome as a function of the learner’s conception of the task. British
>Journal of Educational Psychology (115 - 127)
>
>Piaget J (2001) The Psychology of Intelligence. Routledge, London
>
>Prosser M, Trigwell K (2002) Understanding Learning and Teaching - The
>Experience in Higher Education. Open University Press, Buckingham
>
>Salomon G (ed.) (1993) Distributed Cognitions - Psychological and
>educational
>considerations. Cambridge University Press, Cambridge
>
>Savin-Baden M (2000) Problem -based Learning in Higher Education:
>Untold Stories. Open University Press, Buckingham
>
>von Glasersfeld E (2002) Radical Constructivism: A Way of Knowing and
>Learning. RoutledgeFalmer, London
>
>Vygotsky LS (1978) Mind in Society - The Development of
>HigherPsychological Processes. Harvard University Press, Cambridge,
>Massachusetts
>
>Wick R, K. (2000) Teaching at the Bauhaus. Hatje Cantz, Ostfildern-Ruit.
>
>
>-------------
>
>from:
>
>Chris Heape
>Senior Researcher - Design Didactics / Design Practice
>Mads Clausen Institute
>University of Southern Denmark
>Sønderborg
>Denmark
>
>http://www.mci.sdu.dk
>
>Work @ MCI:
>tel: +45 6550 1671
>e.mail: chris @mci.sdu.dk
>
>Work @ Home:
>tel +45 7630 0380
>e.mail: [log in to unmask]
[log in to unmask]
Norman Sheehan
Lecturer
Aboriginal & Torres Strait Islander Studies Unit
University of Queensland
Brisbane Old 4072 Australia
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