Designing Experiences for Learning

Week 1

Class Introduction | 01.14.20

  • Traditional learning environments have always been challenging for me as a student. I would like to gain a better understanding of the different design strategies and approaches to learning that can help others understand concepts and ideas outside a traditional framework.
  • I think educating and communicating ideas through dynamic and meaningful solutions is a really powerful tool and I want to sharpen this skill set.
  • I believe knowledge is power! Being able to design and redesign experiences centered around learning can uncover a lot of new opportunities for growth and development on a number of different societal levels.

01.16.20

Excerpts from “The Third Teacher”.

8 Learning Considerations

  • Needs
  • Minds @ Work (Creativity)
  • Bodies in Motion (Active Learning)
  • Community Connections (Relationships/Core)
  • Sustainability
  • Access
  • Senses
  • Rewiring Learning — how do we use current technology and think
Notes from my small group topic discussions.

Week 2

01.21.20

Interactive Learning

  • We are constantly having our attention pulled to our digital devices and screens as opposed to the people around us. How do we pull our attention back to interacting with people 1:1 and having real-time conversations?
  • How do interact with people digitally for good becoming “digital citizens” and understanding the impact of our digital decisions 💚 & 🔴.
  • Are there opportunities to develop better tools for parents to help their children navigate using technology?
  • Accessibility — I have recently found myself drawn to the evolution and power of symbol-based communication and its ability to make communication and education more accessible to people with disabilities or people coming from different cultural backgrounds.
  • I also have an interest in exploring how outdoor education and facilitation can help strengthen urban communities.

Lifelong Learning.

In Class

Lifelong Learning

  • Career Development
  • Groups — Community Groups and Demographics
  • Types of Learners — Age
  • Learning Content
  • Learning Resources
  • Forms of Learning
  • How people learn
  • Solutions
  • Motivations for life long learning
  • Who — There were themes around collaborative learning v.s. individual learning as well as perceptions of how we learn at different stages in our life.
  • What — Lifelong learning can take a number of different forms, and questions around what skills are important to learn in adulthood or outside of the traditional classroom stood out.
  • Where — In the classroom, online, at work or through life experiences. Tensions between online learning and hands-on instruction also serviced. Are there opportunities to bridge both? Why are do some people prefer one over the other.
  • When — It seems like there is an opportunity to address lifelong learning earlier in life whether it be in high school or college. Students and children should be experiencing supplemental learning experiences outside that classroom earlier so it’s easier to engage.
  • Why — Approaching lifelong learning makes life more enjoyable. Also, through lifelong learning people are able to contribute more to there own personal development as well as the development of a larger community.
  • How — I think there are opportunities for individuals to engage with lifelong learning earlier in life through online certifications and classroom activities or mentorships outside the classroom. Developing a symbiotic relationship between what is required and what is possible for each individual could be an interesting concept to explore.

01.23.20

Teaching Content

  1. Connect to global topics
  2. Give students a voice and strengthen their literacy skills
  3. Critical thinking and creative thinking through muti media.

Week 3

01.27.20

Option 1

  • Fears — They aren’t learning everything they need to learn in high school in order to attend their college of interest or engage in a trade of interest
  • Hopes — To have a college degree or direction towards a job or trade field after they graduate high school
  • Aspirations — Working towards short term and long-term goals in order to stay focused and successful while in high school, making friends, becoming a part of a community, staying active
  • Needs — Graduate high school, attend college, secure a job after graduation
  • Fears — providing appropriate guidance, not meeting student or parent expectations
  • Hopes — to excite and engage students on a variety of platforms online and in the classroom and community
  • Aspirations — meet school and parent expectations of student performance and direction
  • Needs — needs support from the school system, educators, and the community

01.28.20

01.30.20- 02.03.20

  1. Students
  2. Instructors
  3. Online Learning Platforms
Key — Yellow Post-Its: Stakeholders & Problem Question — Green Post-Its: Hopes & Aspirations — Pink Post-Its: Fears
  • Handholding v.s. Freedom
  • Not having enough time v.s. having an interest in learning
  • Keeping up with changing tech and the changing market v.s. having a better career
  • Instructors' fears of becoming obsolete v.s. online learning platforms competing for student engagement and attention.
  1. What do you plan to do after you get your dream job?
  2. a. What academic subject do you find the most difficult?
    b. Scenario: If a client were to give you an assignment on this subject and you had no previous knowledge or instruction how would you do it?
  3. Do you use online learning platforms? If so which ones?
  • Most students were interested in learning and were pushing themselves further after achieving the goal of landing their dream job.
  • Most students were not familiar with online learning platforms, however, when we posed that YouTube could be considered as an online learning platform all students agreed that this is where they sought to learn most skills online.
  • Talking to more students
  • Setting up formal interviews with professors

Week 4

02.04.20

  • Skill Gap
  • Motivation Gap
  • Knowledge Gap
  • Communication Gap
  • Environmental Gap

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Carnegie Mellon University | School of Design | MDes 21'

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