Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Perspectives on Innovative Designs and Learning
Aalborg University, Denmark.
University College North, Denmark.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.ORCID iD: 0000-0003-4078-5458
2022 (English)In: Design, Learning, and Innovation: 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller, Cham: Springer, 2022, p. 183-194Conference paper, Published paper (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
Cham: Springer, 2022. p. 183-194
Series
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X ; 435
Keywords [en]
Innovative designs, Learning, Knowledge representations, Learning ecology, Wayfinding, Play, Exploration, Material interaction
National Category
Educational Sciences Design
Identifiers
URN: urn:nbn:se:su:diva-212846DOI: 10.1007/978-3-031-06675-7_14Scopus ID: 2-s2.0-85131932809ISBN: 978-3-031-06674-0 (print)ISBN: 978-3-031-06675-7 (electronic)OAI: oai:DiVA.org:su-212846DiVA, id: diva2:1718699
Conference
6th European Alliance for Innovation (EAI) International Conference on Design, Learning & Innovation (DLI 2021), virtual, 10-11 December, 2021
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2022-12-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Selander, Staffan

Search in DiVA

By author/editor
Selander, Staffan
By organisation
Department of Computer and Systems Sciences
Educational SciencesDesign

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 26 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf