Design & Screen-Based Learning in Higher Education — from higheredmanagement.net by Keith Hampson

Excerpt (emphasis DSC):

But the migration from the classroom to a screen-based environment is a change like no other. It’s a migration to a design-dependent environment. The digital learner’s experience is highly-dependent on the quality of design. The particular mix of colors, layout, audio, animation, words per page and other design elements can make the difference between a good and bad experience for learners on laptops, smartphones and tablets.

To date, digital higher education has largely ignored the role of design in online learning. It’s not part of the conversation. You’ll be lucky to find it discussed at conferences or in journals. This is partly because good design practices are not part of most institutions’ DNA.  (Have you ever tried to find your way around an unfamiliar campus? Signage, anyone?). And partly because institutions often frame aesthetics and related matters as enemies of science.

Also see:

Excerpt:

Design, the discipline, is about the construction of interfaces that match the abilities and needs of people and technology in order to make products and services effective, understandable and pleasurable.

Design is also is about innovation, experimentation, about pushing the envelope of what can be done.

 

From DSC:
My wife had purchased a few things at the store the other day, including the plastic plate below. So when I reached for a smaller plate and grabbed hold of this one, I stopped and stared for a moment at it.  Then my kids heard me say, “This is great design!” After that, I literally had to stop, put it on the counter, and take a picture of it so I could post it on this blog.  The design is so simple, so straightforward, and yet so functional.  I don’t have to remember what all the food groups are — they are right there for me to “fill up.”  Great, minimalist design. Simple, yet still very effective.

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Great-Design----DSC---Sep2013

 

Empowering students through entrepreneurship and design thinking — from edutopia.org by Kim Saxe

Excerpt:

Entrepreneurship in pre-collegiate schools is spreading like wildfire! In 2011, a venture capitalist parent and I decided to pilot an Intro to Entrepreneurship elective for our seventh and eighth graders at The Nueva School. We were stunned when 23 of the roughly 100 students in those grades signed up for the course. This past year, we actually had to turn away seven students who wanted to repeat the class. Clearly, we had hit a chord with today’s youth.

 

Also see:

Part 2 of this blog will focus on synthesizing and envisioning solutions, the miracle of iteration, and some of the personal transformations by students who participated in the program.

 

Half of us may soon be freelancers: 6 compelling reasons why — from LinkedIn.com by Shane Snow

Excerpts (emphasis DSC):

The cost savings and flexibility of a non-salaried workforce often make business sense, but the model requires the workers to suddenly become businesspeople. We wanted to help our writer and editor friends continue doing what they were good at, without having to deal with the stress of finding work, getting paid on time, and marketing themselves on their own. And we were not the only ones who saw the wave coming. Communities for designers and other creative talent have helped these freelancers make it on their own for several years now.

And where it’s clear that the majority of creative people will be freelance before long, all signs point to other jobs one day following suit. This will mean huge things for the domestic and global economy, and it will give an enormous number of people increased flexibility, responsibility, and stress.

Freelancers are de-facto entrepreneurs, which means all of us need to learn to think and act like startups.

 

From DSC:
This is why I think we should help our youth develop their own businesses — or at least have some exposure to running their own business. In high school and in college, we should help our youth begin their own businesses, driven by their passion for a particular discipline/area.  The business may or may not make it — that’s not the point. They need to get their feet wet with experimentation, entrepreneurship, business fundamentals, innovating, and pivoting.

Other articles that corroborate the main point I — and the above author — are trying to get at:

StudentFreelance-June2013

 

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Addendum on 8/15/13:

  • The New Freelance Economy: How Entrepreneurship Is Disrupting Unemployment — from forbes.com by Dorie Clark and Will Weinraub
    Excerpt:
    According to government statistics, 7.4% of Americans are unemployed today. That’s over and above the nearly 90 million Americans who are reportedly not in the labor force. Every presidential race in recent memory has had our nation’s unemployment rate as a key topic of discussion. However, as we look at these statistics, we should first ask ourselves how these numbers are actually being calculated. Could we be missing something?

    Today, what we consider to be a “job” has changed, and it’s crucial that we take these new trends into account we when discuss issues related to unemployment – and how we should go about fixing it.
 

CEFPI Mayfield Project 2014

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Excerpt:

A group of ten young professionals from backgrounds of architecture, design and education collaborate together in preparation for a year-long research program investigating educational design.

This is the Mayfield Project.

 

From DSC:
Also, consider subscribing to their blog to keep up-to-date on their work.

 

Also see:

  • Hard working environments for future education — from nbrspartners.net
    Excerpt:
    McCrindle Research, a leading Sydney-based social researcher, organise an annual Education Future Forum. At this year’s Forum James Ward and Andrew Duffin of NBRS+PARTNERS presented a study into Future Place Learning Environments.

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HowWillSchoolsLookIn10Years-May2013

 

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The folks needed to create the next generation of learning: Computers can’t touch this. [Christian]

From DSC:
What we need is a major hackathon — or an organization with deep pockets — that can bring together folks from a variety of disciplines including:

  • Subject Matter Experts
  • Instructional Designers
  • Cognitive Psychologists
  • Computer Scientists and/or those exerienced with learning analytics/data mining, Artificial Intelligence (AI)
  • Those gifted in film/media/videography/photography
  • Great storytellers/writers (including writing for transmedia-based learning experiences)
  • Folks who can create engaging, educational games
  • Designers
    • Web
    • Graphic
    • Interface
    • User experience
    • User interaction
    • Those gifted in creating multimedia-based content
  • Musicians
  • Human Computer Interaction (HCI) experts
  • Mobile learning experts
  • Those knowledgeable with second screens/M2M communications
  • Animators
  • Illustrators
  • Social media experts
  • Accessibility experts
  • Researchers
  • Those gifted in creating augmented reality-based apps
  • Legal/copyright experts
  • & others

We need for these specialists to collaborate in order to create the next generation of learning.  Anyone who can bring these skillsets together and experiment with creating materials will have significantly contributed something to the current generations and to future generations! 

And, in the words of M.C. Hammer,  computers “can’t touch this!”  Why? Because “learning is messy!”

What fields did I miss?
Please leave your thoughts and
feedback in the comments section.

 

 

 

 
 

Connecting: A short film that explores trends in UI, Interaction, & Experience Design — from connectingthefilm.com with thanks to siobhan-o-flynn for scooping this!

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ConnectingShortFilmApril2013

 

Description:

The 18 minute “Connecting” documentary is an exploration of the future of Interaction Design and User Experience from some of the industry’s thought leaders. As the role of software is catapulting forward, Interaction Design is seen to be not only increasing in importance dramatically, but also expected to play a leading role in shaping the coming “Internet of things.” Ultimately, when the digital and physical worlds become one, humans along with technology are potentially on the path to becoming a “super organism” capable of influencing and enabling a broad spectrum of new behaviors in the world. Available with Chinese, French, Spanish,German, Korean, Portuguese, and Japanese subtitles at on YouTube.

My reflections on “MOOCs of Hazard” – a well-thought out, balanced article by Andrew Delbanco


From DSC: Below are my reflections on MOOCs of Hazard — from newrepublic.com by Andrew Delbanco — who asks:  Will online education dampen the college experience? Yes. Will it be worth it? Well…


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While I’m not sure that I agree with the idea that online education will dampen the college experience — and while I could point to some amazing capabilities that online education brings to the table in terms of true global exchanges — I’ll instead focus my comments on the following items:

 

1) Massively Open Online Courses (MOOCs) are recent experiments — ones that will continue to change/morph into something else.
They are half-baked at best, but they should not be taken lightly. Christensen, Horn, Johnson are spot on with their theories of disruption here, especially as they relate to innovations occurring within the virtual/digital realm.  For example, the technologies behind IBM’s Watson could be mixed into the list of ingredients that will be used to develop MOOCs in the future.  It would be a very powerful, effective MOOC indeed if you could get the following parties/functionalities to the table:

  • IBM — to provide Watson like auto-curation/filtering capabilities, artificial intelligence (AI) capabilities, as well as data mining/learning analytics expertise, joined by
  • Several highly-creative firms from the film/media/novel/storytelling industry, who would be further joined by
  • Experts from Human Computer Interaction (HCI)/user interface/user experience design teams, who would be further joined by
  • Programmers and interaction specialists from educational gaming endeavors (and from those who can design simulations), joined by
  • Instructional designers, joined by
  • The appropriate Subject Matter Experts who can be reached by the students as necessary, joined by
  • Those skilled in research and library services, joined by
  • Legal experts to assist with copyright issues, joined by
  • Other specialists in mobile learning,  3D, web development, database administration, animation, graphic design, musicians, etc.

It won’t be long before this type of powerful team gets pulled together — from some organizations(s) with deep pockets — and the content is interacted with and presented to us within our living rooms via connected/Smart TVs and via second screen devices/applications.

2) The benefits of MOOCs
  • For colleges/universities:
    • MOOCs offer some serious marketing horsepower (rather than sound pedagogical tools, at this point in time at least)
    • They are forcing higher ed to become much more innovative
    • They provide great opportunities to build one’s personalized learning networks, as they bring forth those colleagues who are interested in topic A, B, or C
    • They move us closer to team-based content creation and delivery
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  • For students:
    • They offer a much less expensive option to go exploring disciplines for themselves…to see if they enjoy (and/or are gifted in) topic A, B or C
    • They provide great opportunities to build one’s personalized learning networks, as they bring forth those colleagues who are interested in topic A, B, or C
    • They provide a chance to see what it’s like to learn about something in a digital/virtual manner

3)  The drawbacks of MOOCs:
  • MOOCs are not nearly the same thing as what has come to be known as “online learning” — at least in the higher ed industry. MOOCs do not yet offer what more “traditional” (can I say that?) online learning provides: Far more support and pedagogical/instructional design, instructor presence and dialog, student academic support services, advising, more student-to-student and student-to-faculty interaction, etc.
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  • MOOCs are like drinking from a firehose — there are too many blogs/RSS feeds, twitter feeds, websites, and other resources to review.

4) It would be wise for all of us to be involved with such experiments and have at least a subset of one’s college or university become much more nimble/responsive.

 

Also see:

Top 100 Electrolux Design Lab 2013 Entries Announced

Excerpt:

From more than 1700 entries this year, Electrolux Design Lab has shortlisted 100 entries. The submissions encompass 3D printing technology, wearable appliance accessories, concepts that reflect our memories and highlight our senses, new integrated solutions as well as smart technology in social cooking solutions. All of the 100 Entries are hungry for your VOTE, so that they can move to Stage 3.

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InDesign FX: How to create a puzzle with InDesign — from blog.lynda.com by Mike Rankin

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How to create a puzzle effect using InDesign

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Also see:

  • How to hook your reader from the very first page — from blog.lynda.com by Lisa Cron
    Excerpt:
    Think stories are just for entertainment? They’re not. Stories are simulations that allow us to vicariously experience problems we might someday face. Think of them as the world’s first virtual reality—minus the geeky visor. Story was more crucial to our evolution than opposable thumbs. All opposable thumbs did was let us hang on. Story told us what to hang on to.
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    The great feeling of enjoyment we get when a story grabs us is nature’s way of making sure we pay attention to the story.

14-foot wall built out of 12,000 colorful pencils — from mymodernmet.com, highlighting the work of blackLAB Architects

 

 

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PBS LearningMedia Spotlight: Young Inventors, Designers & Innovative Thinkers
Spark your students’ curiosity in engineering and technology by introducing them to the designers, inventors, and clever thinkers featured in PBS LearningMedia. Use their stories to illustrate various themes of study like the engineering design process and the impact of technology. For free access to PBS LearningMedia, register today!

Designing a Wheelchair for Rugby
Grades 6-12 | Video | Inventions
See what happens when a U.S. Paralympic athlete challenges two teams of high school students to build an automated wheelchair. Use this segment to initiate a design challenge in your own classroom.

Wind Energy Fuels Jobs for Oklahoma Youth
Grades 6-13+ | Video | Innovations
How can your students affect the world around them? Use this video segment about wind energy to illustrate the real-world impact of an innovative idea.

Scientist Profile: Inventor
Grades 4-6 | Video | Inventions

Get your class excited about great ideas! Introduce them to Ryan Patterson, teen scientist and inventor of an electronic sign language translator glove.

Kid Designer: A Comfortable Cardboard Chair
Grades 3-12 | Video | Inventions

Introduce your class to this industrious young designer who demonstrates how to construct a sturdy chair out of cardboard.

A House for Teddy Bear
Grades K-2 | Video | Problem Solving

See these young learners engaged in problem solving and trial-and-error design! Consider replicating this project in your own classroom to reinforce lessons on design, construction, and experimentation.

Sid’s Amazing Invention
PreK-1 | Video | Problem Solving

Sid believes that he has invented the ultimate solution to putting away his toys, later to learn that his invention is actually a simple machine called a lever. Invite young learners to explore the function of a lever alongside Sid and his friends.

From DSC:
First of, when I saw the article:
Lynda.com acquires online video training rival Video2brain to boost its international expansion — from thenextweb.com

…it reminded me of taking a class with Lynda Weinman years ago out at SFSU’s Multimedia Studies Program.  She relayed a lot of very valuable information in a short time.  She knows how to explain things well — using helpful techniques and understandable vocabulary.  She struck me as not only a creative person with a heart for teaching and learning, but she surrounds herself with people who also can effectively teach others.  Our institution gives a thumbs up to this solid resource and I wish Lynda & all of the other entrepreneurs at Lynda.com all the best.

 

© 2025 | Daniel Christian