A Story Unfolding - Productive Mistakes in Making Design Learning Visible in an International Context
R.M. Klapwijk (TU Delft - Science Education and Communication)
Kay Stables (University of London)
Nicolaas Blom (University of Limerick)
Donal Canty (University of Limerick)
Osnat Dagan (Beit Berl College)
Eva Hartell (KTH Royal Institute of Technology)
Ritesh Khunyakari (Tata Institute of Social Sciences)
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Abstract
This paper reports on a pilot project focused on the use of the formative assessment resource Make Design Learning Visible (MDLV) in different national settings. The MDLV resource centers on a design model involving seven interactive design skills and a formative assessment model involving five strategies. A team of researchers from seven countries in three continents, are working collaboratively with a teacher practitioner from each country to develop the structure of the research project and trial of a design activity that utilises the MDLV skills and approach to formative assessment. This paper reports on ongoing exploratory early work with the teacher practitioners trialing a short design project with an overarching theme of sustainability, a focus on developing two design skills (Empathy and Sharing ideas) and two formative assessment strategies (‘Activating learners as resources for one another’ and ‘Activating learners as owners of their learning’). The project centers on a design brief customised for each national setting and relevant for learners aged between 10 and 15 years of age. A structured portfolio supporting an iterative design process forms the basis of tangible evidence of learner responses. The pilot is providing insights into the effectiveness of the MDLV resource in developing design skills and formative assessment across national settings. Additionally, the pilot contributes understandings of comparative participatory research involving teacher practitioners across countries. The exploratory nature of the early stages of the project intentionally allows some aspects to be customised locally by teachers as we seek to understand rather than dictate how the resource is best used in the local educational contexts. To this end, the overarching structure and pedagogy of the activity is fixed, but aspects such as lesson timings, choices around the use of MDLV tools and the further MDLV design skills are flexible.