Design thinking in wild learning (with apologies to Edward Hutchins author of “Cognition in the Wild”, MIT Press, 1995) 

1. Design thinking inwild learning(with apologies to Edward Hutchins author of “Cognition in the Wild”, MIT Press, 1995) Professor Robert Fitzgerald, Phd Inspire: Centre for ICT Pedagogy and Practice University of Canberra The Future of Design Thinking, Eidos Institute, State Library of Queensland, Brisbane, QLD Thursday, 24 March, 2011

2. Wild as in … Untamed (not tame) Wicked (as in problem) Social Human Imaginative Big Borderless Rich Constructed 2

3. Design thinking “Design thinking is a human-centered approach to innovation that draws from the designer's toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success.” —Tim Brown (CEO, IDEO) Design as process and product, verb and noun Design as a metaphor for contemporary knowledge production, creativity and communication (Kress & Bezemer 2009) Pedagogies are inherent in learning spaces and learning resources 3

4. The challenge “Change in education is easy to propose, hard to implement, and extraordinarily difficult to sustain” (Hargreaves & Fink, 2006, p. 1) “We need to produce rich intellectual environments … an ecology of mutations and hybridizations of ways of learning that a truly new mathetic culture could emerge” (Papert, 1993) "Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring" (Papert) 4

5. The rise of complex communicative thinking Source: Autor, David, Richard J. Murnane, and Frank Levy, “The Skill Content of Recent Technological Change: An Empirical Exploration.” Quarterly Journal of Economics, 118(4), November 2003, 1279–1334 5

6. Waves of change:Wisdom as the wise application of knowledge Source: Findlay, J. (2008). Learning as a game: exploring cultural differences between teachers and learners using a team learning system, PhD thesis, School of Economics and Information Systems, University of Wollongong. 6

7. Digital learning future With new practices and literacies emerging from digital communications and culture our traditional ideas about the form and function of education and learning are being challenged Technology is more than just a ‘tool’ but an evocative ‘object to think with’ and an engine of social and cultural change The emerging forms of interactive media, information communication technologies and social production are reshaping almost every aspect of our work and social life New opportunities for participation and interaction arise from virtual communities of interest where users are active content creators re-mixing, re-purposing and re-distributing content 7

8. Immersed in technology “Quick, turn something on…I’m starting to think” Homer Simpson 8

9. More is not always better Index of ICT Internet/entertainment use Index of ICT program/software use Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us, Figure 4.6, p.65. 9

10. Imaginative pedagogy & design It is “flexible purposing” that characterizes imaginative pedagogy, with its openness to discovery unpredictability and surprise (Eisner, 2009, p.8). Process is valued over outcomes Teachers help students to “work at the edge of incompetence” and to view their work as “temporary experimental accomplishments” (Eisner, 2003, p.379) “Flexible purposing is opportunistic; it capitalizes on the emergent features appearing within a field of relationships. It is not rigidly attached to predefined aims when the possibility of better ones emerges” (Dewey (1938) quoted in Eisner, 2003, p.378) 10

11. TPACK: A pedagogical design lens Focus our attention, not narrow our focus Source: Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054. 11

12. Rich sites forwild learning Cambodia – participatory design and mobile phone users Museums – complex informal learning (Dr TiinaRoppola) Zing – rich questions and radical collaboration U.A.V Challenge – practical problems (Andrew Moss) Designing new learning spaces (Inspire & Teaching Commons) 12

13. Rich site 1: Mobile phones in Cambodia 13

14. 14

15. Example 1 ----CCPMPsms---- 1. PRICE 2. WEATHER 3. NEWS & ALERTS 4. FARM TIPS 5. Q&A 6. SURVEYS 7. HELP ----CCPMPsms---- 15

16. 16

17. Mobile users in context Our approach to exploring possible applications of low-cost ICT is participatory – we use the same basic participatory approach as we do in other settings – to ensure the technology is useful and used Our focus is on flexible two-way communication systems that can be adapted by different communities of users to meet their particular information and communication needs It is our view that developing more complex and nuanced understandings of how mobile phones work to reconfigure social relationships and networks will allow us to move beyond simple technical impact studies and understand the device in context 17

18. Rich site 2: Museum studies (Dr TiinaRoppola) 18

21. Wild learning: A question of relation © TiinaRoppola 2011

22. Rich site 3: Zing – radical collaboration & rich question sets 22

23. 23

24. 24

25. People Emergent shared knowledge Ideas Source: Findlay, J. (2008). Learning as a game: exploring cultural differences between teachers and learners using a team learning system, PhD thesis, School of Economics and Information Systems, University of Wollongong. 25

26. 26

27. 27

28. 28

29. Rich site 4: UAV Challenge - Robotics@DicksonCollege (Andrew Moss) 29

30. UAV Challenge The UAV (Unmanned Airborne Vehicles) Outback Challenge is a competition held in Queensland that attracts teams from all over the world (http://www.uavoutbackchallenge.com.au) Competitions must design, develop, build and fly a UAV that performs a search and rescue mission to find a lost tourist in the Outback. The plane must drop a water bottle as close to "Outback Joe" as possible Dickson College Robotics is entering a team in the UAV Outback Challenge. The team is currently made up of 35 students providing a wide variety of skills including project management, airplane building, software development, advertising, media relations and piloting Teacher Andrew Moss – 20 years of experience working with harsh environment embedded computing … worked for many of the large system integrators including Boeing, Raytheon, BAe Systems, and General Dynamics 30

31. Engaging the community 31

32. Rich site 5: University of Canberra learning spaces 32

33. Inspire: Centre for ICT Pedagogy and Practice The University of Canberra’s Faculty of Education has recently received a $7.2 million grant to establish the Inspire Centre a centre to advance research and development on the innovative application of information and communications in formal and informal educational settings a joint venture between the University of Canberra, ACTDET and ACT Government Engaged multi award-winning architects Cox Humphries Moss Promoting a vision for educating with technology in the 21st Century 33

34. 34 A space for designed learning and research

35. Inspire design brief Creativity - Stimulating the mind and the senses Visibility - A prominent landmark in the University of Canberra campus; Make technology and processes visible Accessibility - Easy to find and welcoming, particularly for external collaborators and visitors Transparency - Revealing the activities within to inform and excite Functionality - An appropriate environment for supporting the use of and research into ICT in teaching Flexibility - Designed to support change over time Sustainability - Reinforcing the University’s commitment to the environmental responsibility 35

36. The design of pedagogical spaces

37. Making learning visible Partners: Australian National Museum of Education

41. No conclusion…just a pause to consider the “design” challenge for wild learning To work on problems that engage students in thinking, feeling and doing in ways that focus their attention and not narrow their focus Time is ripe to apply models of co-design and co-production Social learning – supporting different connections between people, tools and knowledge…build massive collaboration Multi literacies include network literacies – produsage(See Axel Bruns) Engage users and give them control over how they interact with the design environment Connect bodies of evidence and develop more data-driven approaches – a learning analytics approach (See George Siemens) And remember, the need for design is clear and present because… 41

42. Outback Joe is waiting for us 42 Photo courtesy of Andrew Moss