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Design, Learning, and Innovation. 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings

Research Article

Perspectives on Innovative Designs and Learning

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  • @INPROCEEDINGS{10.1007/978-3-031-06675-7_14,
        author={Eva Brooks and Susanne Dau and Staffan Selander},
        title={Perspectives on Innovative Designs and Learning},
        proceedings={Design, Learning, and Innovation. 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings},
        proceedings_a={DLI},
        year={2022},
        month={5},
        keywords={Innovative designs Learning Knowledge representations Learning ecology Wayfinding Play Exploration Material interaction},
        doi={10.1007/978-3-031-06675-7_14}
    }
    
  • Eva Brooks
    Susanne Dau
    Staffan Selander
    Year: 2022
    Perspectives on Innovative Designs and Learning
    DLI
    Springer
    DOI: 10.1007/978-3-031-06675-7_14
Eva Brooks1,*, Susanne Dau2, Staffan Selander3
  • 1: Aalborg University, Kroghstræde 3
  • 2: University College North, Mylius Erichsens Vej 137
  • 3: Stockholm University, Postbox 7003
*Contact email: eb@hum.aau.dk

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.

Keywords
Innovative designs Learning Knowledge representations Learning ecology Wayfinding Play Exploration Material interaction
Published
2022-05-24
Appears in
SpringerLink
http://dx.doi.org/10.1007/978-3-031-06675-7_14
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