Design-activity-sequence: a case study and polyphonic analysis of learning in a digital design thinking workshop

Penny Wheeler, Stefan Trausan-Matu, Jonan Phillip Donaldson, Amanda Barany

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-review

Abstract

In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as co-researchers.

LanguageEnglish
Title of host publicationRethinking learning in the digital age: making the learning sciences count
Subtitle of host publication13th International Conference of the Learning Sciences (ICLS) 2018
EditorsRose Luckin, Judith Kay
Place of PublicationLondon
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1663-1664
Number of pages2
Volume3
ISBN (Electronic)9781732467224
Publication statusPublished - 1 Jul 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: 23 Jun 201827 Jun 2018

Publication series

NameInternational Conference of the Learning Sciences (ICLS)
ISSN (Print)1573-4552

Conference

Conference13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
CountryUnited Kingdom
CityLondon
Period23/06/1827/06/18

Fingerprint

learning
interaction
interview

Keywords

  • design thinking
  • polyphony
  • design learning

Cite this

Wheeler, P., Trausan-Matu, S., Donaldson, J. P., & Barany, A. (2018). Design-activity-sequence: a case study and polyphonic analysis of learning in a digital design thinking workshop. In R. Luckin, & J. Kay (Eds.), Rethinking learning in the digital age: making the learning sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pp. 1663-1664). (International Conference of the Learning Sciences (ICLS)). London: International Society of the Learning Sciences (ISLS).
Wheeler, Penny ; Trausan-Matu, Stefan ; Donaldson, Jonan Phillip ; Barany, Amanda. / Design-activity-sequence : a case study and polyphonic analysis of learning in a digital design thinking workshop. Rethinking learning in the digital age: making the learning sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018. editor / Rose Luckin ; Judith Kay. Vol. 3 London : International Society of the Learning Sciences (ISLS), 2018. pp. 1663-1664 (International Conference of the Learning Sciences (ICLS)).
@inproceedings{93027f45ba1b4ae2b6b12af9305967fc,
title = "Design-activity-sequence: a case study and polyphonic analysis of learning in a digital design thinking workshop",
abstract = "In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as co-researchers.",
keywords = "design thinking, polyphony, design learning",
author = "Penny Wheeler and Stefan Trausan-Matu and Donaldson, {Jonan Phillip} and Amanda Barany",
year = "2018",
month = "7",
day = "1",
language = "English",
volume = "3",
series = "International Conference of the Learning Sciences (ICLS)",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "1663--1664",
editor = "Rose Luckin and Judith Kay",
booktitle = "Rethinking learning in the digital age: making the learning sciences count",

}

Wheeler, P, Trausan-Matu, S, Donaldson, JP & Barany, A 2018, Design-activity-sequence: a case study and polyphonic analysis of learning in a digital design thinking workshop. in R Luckin & J Kay (eds), Rethinking learning in the digital age: making the learning sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018. vol. 3, International Conference of the Learning Sciences (ICLS), International Society of the Learning Sciences (ISLS), London, pp. 1663-1664, 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, London, United Kingdom, 23/06/18.

Design-activity-sequence : a case study and polyphonic analysis of learning in a digital design thinking workshop. / Wheeler, Penny; Trausan-Matu, Stefan; Donaldson, Jonan Phillip; Barany, Amanda.

Rethinking learning in the digital age: making the learning sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018. ed. / Rose Luckin; Judith Kay. Vol. 3 London : International Society of the Learning Sciences (ISLS), 2018. p. 1663-1664 (International Conference of the Learning Sciences (ICLS)).

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-review

TY - GEN

T1 - Design-activity-sequence

T2 - a case study and polyphonic analysis of learning in a digital design thinking workshop

AU - Wheeler, Penny

AU - Trausan-Matu, Stefan

AU - Donaldson, Jonan Phillip

AU - Barany, Amanda

PY - 2018/7/1

Y1 - 2018/7/1

N2 - In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as co-researchers.

AB - In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as co-researchers.

KW - design thinking

KW - polyphony

KW - design learning

UR - http://www.scopus.com/inward/record.url?scp=85053834320&partnerID=8YFLogxK

UR - https://www.isls.org/icls/2018/icls2018.com/index.html

M3 - Conference proceeding contribution

VL - 3

T3 - International Conference of the Learning Sciences (ICLS)

SP - 1663

EP - 1664

BT - Rethinking learning in the digital age: making the learning sciences count

A2 - Luckin, Rose

A2 - Kay, Judith

PB - International Society of the Learning Sciences (ISLS)

CY - London

ER -

Wheeler P, Trausan-Matu S, Donaldson JP, Barany A. Design-activity-sequence: a case study and polyphonic analysis of learning in a digital design thinking workshop. In Luckin R, Kay J, editors, Rethinking learning in the digital age: making the learning sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018. Vol. 3. London: International Society of the Learning Sciences (ISLS). 2018. p. 1663-1664. (International Conference of the Learning Sciences (ICLS)).