O'Toole, R. B. (Robert Bernard) (2013) Innovation and design change strategies for learning technologies at Warwick : towards a ‘design capabilities’ heuristic for guiding practice and evaluating change. Working Paper. University of Warwick, Coventry, UK: University of Warwick. (Unpublished)

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Abstract

This report gives a narrative account of an investigation into design and design capability in teaching and learning in a research-intensive university. It begins, in the Introduction, with definitions of key concepts: design, designing, successful design (achieving fit, stick, spread and growth), design change and design capability (although this last term is only really fleshed­out in Reading the Case Studies and the Conclusion). These words are common currency, but rarely used with precision. When clearly defined they provide a lens through which we can attain more clarity and granularity in analysing attempts at enhancing practice. In the second part, on the Origins of the Investigation and Earlier Experiments, we examine the limitations of a techno­centric approach to understanding, predicting and supporting the uptake of technology enhanced learning. It is argued that a design capability approach is needed, in which the ability of all people (including students) to discover, create, adopt, adapt designs that fit, stick, spread and grow is of prime value. In part 3, the design of the investigation is explained, with its focus upon discovering, creating and using design patterns as a key facilitating aspect of design capability.
In part 4, this is put to the test, with an attempt at creatively reading the 23 mini case studies produced in interviews with academics. However, design patterns do not emerge easily from the cases, and we see that design and designing in this setting is more diverse and complex than expected. It is argued that a design patterns based approach will be useful, but much more work needs to be done before design patterns can become the lingua franca of teaching and learning design and development. This leads to a more sophisticated view of design capability, presented in the Conclusion. Drawing upon the experiences of the academics interviewed in the case studies, especially experienced and confident senior academics, it is conjectured that we need to increase the intensity with which academics encounter and reflect upon design challenges, designerly approaches, suboptimal and successful designs and design patterns. An integrated combination of Design Thinking and the Higher Education Academy Fellowship framework is recommended as a way of achieving this.

Item Type:	Working or Discussion Paper (Working Paper)
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software Z Bibliography. Library Science. Information Resources > ZA Information resources > ZA4050 Electronic information resources
Divisions:	Faculty of Social Sciences > Institute of Education ( -2013) Administration > Information Technology Services
Library of Congress Subject Headings (LCSH):	Education, Higher -- Digital libraries, Teaching -- Aids and devices, Educational technology , Lectures and lecturing -- Great Britain, Internet in education -- Great Britain, Computer-assisted instruction.
Publisher:	University of Warwick
Place of Publication:	University of Warwick, Coventry, UK
Official Date:	23 September 2013
Dates:	Date Event 23 September 2013 Completion
Number of Pages:	33
Institution:	University of Warwick
Status:	Not Peer Reviewed
Publication Status:	Unpublished
Access rights to Published version:	Open Access
Copyright Holders:	Robert O'Toole
Description:	This investigation looks at how a focus on designing as a social process, and upon the development of design capability can provide a more effective paradigm for enhancing teaching and learning with technology: design led innovation, finding and solving important problems at different inter­related scales and developing capability with a built-­in appreciation of sustainability and quality. It builds upon the work of a wide range of researchers and theorists, including Peter Goodyear, Richard Sennett, Nigel Thrift, Ash Amin, Martha Nussbaum, Donald Schön, Bryan Lawson, Nigel Cross, Tim Brown, Tom Kelley, Christina Hughes, Paul Greatrix. It will also be of interest to anyone interested in broader questions concerning change through design in education and beyond, design theorists, practical epistemologists, and anyone interested in space, technology and the social.

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