Opetuksen kehittäminen designprosessina

Opetuksen ja koulun kehittämistä voi tarkastella esimerkiksi Pareton ja Willermarkin näkökulmasta, jossa opetus nähdään designprosessina. Kuvauksesta löytyy paljon OpenDigin ainutlaatuisen kehittämisen mallin ominaispiirteitä.

”Design knowledge refers to knowledge of an artificial world and how to contribute to the creation of that world (Cross, 2001). Design is constructive (Gregory, 1966) and deals with things that do not yet exist (Alexander, 1964). Design has been described as an imaginative jump from present facts to future possibilities or as an intentional change in an unpredictable world (Nelson & Stolterman, 2012). A designerly way of knowing differs from the scientific ways of knowing (Cross, 2001). A designerly approach has been used as long as we know, when dealing with complex situations that require actions to fulfill current needs and desires (Stolterman, 2008). A design situation is typically unique, complex, and has no obvious method or solution that will guarantee the intended change. Design situations have been characterized as under determined problems (Stolterman, 2008), messy situations (Schön, 1983), or wicked problems (Rittel & Webber, 1973). Moreover, the outcome of a design can only be judged when the design product is put in use in the specified context (Nelson & Stolterman, 2012).” #opendigislam

Pareto, L., & Willermark, S. (2018). TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice. Journal of Educational Computing Researchhttps://doi.org/10.1177/0735633118783180