• describe a problem space that is not serving the purpose it could do, for learning (80 words);

Semester 2, 2014 sees my Year 8 Multimedia Elective class split between two teachers, with only three lessons over the two week cycle between us; of which some lessons are not timetabled into a computing laboratory.

The teaching and learning space is actually a two pronged problem between the ‘physical and virtual spaces’. Physical space – is not conducive to accessing the Multimedia computing curriculum; and the NSW DER Lenovo laptops are not conducive to in-school Server access, detract from the 55 minute lesson timeframes and are prone to errors. Virtual space – is not conducive to design thinking, creativity, anywhere / anytime access is not a user-centred learning environment.

• describe the changes, however small, you make to that space as a result, in order  to attempt to create a better space for learning (up to 200 words); and,

Being the computing and majority teacher I have designed a virtual classroom that takes the place of the in-school Server for document access purposes. Within school, students still log on to the computer systems, however, they now access our ‘Multimedia virtual documents’ instead of the in-school ‘Student Data’ and ‘My Documents’.

Within the ‘8Mult.B2’ directory, my colleague teacher and I have access to all teaching and learning documents; whilst the students have access to their own ‘GDocuments (Google Documents)’ and ‘Resources’ anywhere / anytime – a concept based approach rather than merely knowledge based.

• explain, using some of the suggested reading, why that space might benefit from some thinking on its design (200 words);
  • What are the core reasons for which we need a design process?

  A Design Process is a method of solving-problems – of solving known unknown collaboratively through “design thinking”. In terms of my learning space changes, the problem to be solved is the development of a student-centred learning environment. An environment where students feel comfortable and are able to think, rather than follow instructions.

  • How have the challenges in space design changed over recent decades?

  ‘Designers’ were once seen as a ‘design thinkers’ – educators were once seen as ‘teachers’; i.e. distinctly separate roles. From around the 1960s design became known as a ‘science’ – a scientific methodology or process.

  • What are the core capacities anyone requires to begin thinking like a designer?
    • create and develop visual responses to problems;
    • solve problems through – identification, researching, analysis, solution generation, prototyping, user testing, evaluation;
    • understand factors affecting design; i.e. cognitive, social, cultural, technological, economic.
    • respond to user / audience contexts; i.e. physical, cognitive, cultural human factors;
    • utilise tools and technology;
    • flexible and dynamic practice;
    • communicator;
    • sustainability.

• leave a comment on at least three other students’ blog posts, with a suggestion for an improvement, based on your reading (provide reference(s)).
• post a link to each of your feedback comments under your own post.