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Copy file name to clipboardExpand all lines: modules/design-values/_posts/2000-01-02-your-manifesto.html
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<!--TO BE FIRST PAGE-->
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title: Your Manifesto
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<h2>Start thinking about and making note of your values.</h2>
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<p>Here are some resources if you need them:</p>
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<ul>
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<li><ahref="https://hbr.org/2023/02/how-to-find-define-and-use-your-values">Harvard Business Review: How to Define and Use Your Values</a></li>
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<li><ahref="http://colas.sebastien.free.fr/values/#">An interactive tool that helps you narrow down values by picking from a list</a></li>
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<li><ahref="https://www.forbes.com/sites/forbescoachescouncil/2022/02/18/15-effective-ways-to-discover-and-articulate-your-core-values/?sh=5e3dd9541df1">Forbes: 15 Effective Ways to Discover and Articulate Your Core Values</a></li>
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<li><ahref="https://www.indeed.com/career-advice/career-development/core-values#:~:text=Core%20values%20are%20personal%20ethics,achieve%20personal%20and%20professional%20goals">Indeed: Core Values in the Workplace: 84 Powerful Examples</a></li>
Copy file name to clipboardExpand all lines: modules/key-ideas/_posts/2000-01-03-constructivism.html
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@@ -8,58 +8,30 @@ <h2>What is constructivism?</h2>
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<ul>
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<li>we learn best when we actively <em>construct</em> or <em>build</em> knowledge, and that</li>
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<li>learning involves making connections between our previous experiences and the new concepts we are learning.</li>
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<li>design involves making connections between our previous experiences and the new concepts we are learning.</li>
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<p>In this way our previous experiences are like a foundation or scaffolding which helps us understand new ideas and build knowledge.</p>
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<p>In this way our previous experiences are like a foundation or scaffolding which helps us understand new ideas and build on our design knowledge.</p>
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<h2>What is social-constructivism?</h2>
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<p>Social-Constructivism adds a <em>social</em> layer to constructivist approaches to learning. So, from a social constructivist perspective, we learn when we interact with each other to build knowledge.</p>
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<p>These interactions - sharing our previous experiences, exploring ideas together, and collaboratively engaging with new concepts - are the key components of social knowledge building.</p>
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<p>For a closer look at these ideas, work with your team (or individually) on the following interactive reader on constructivism and social constructivism. </p>
<span><aid="constructivism-experiences"></a>{% include icon-notebook.html %}In your notebook: Your experiences with Constructivism and Learning</span>
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<span><aid="constructivism-experiences"></a>{% include icon-notebook.html %}In your notebook: Your experiences with Constructivism and Design</span>
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<divclass="card-body">
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<h3class="card-title">Reflecting on your experiences with constructivist and social constructivist learning</h3>
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<h3class="card-title">Reflecting on your experiences with constructivist and social constructivist design</h3>
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<pclass="card-text">Choose 1-3 of the following questions. Then, in your notebook, write a quick, 3 minute reflection exploring your thoughts.</p>
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<h4>Design for Learning</h4>
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<ul>
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<li>Can you think of an example in which a teacher has helped you learn a new concept by relating it to something you already knew? If so, what happened? How did this impact your learning?</li>
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<li>Have you ever experienced social-constructivist learning (or something similar)? Have you ever felt that you were a part of a learning community? If so, what was the experience like? What were you learning? What kinds of knowledge did you build together? How did the social aspects impact learning?</li>
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</ul>
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<h4>Design for UX</h4>
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<li>Can you think of an experience you have had (e.g., in an environment or with a product or service) where the designer built on your previous knowledge to allow you to do something new or achieve a personal goal?</li>
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<li>Often, different fields use different terms to talk about similar ideas. What language does the design world use to talk about constructivism and social-constructivism?</li>
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<li>Have you ever been in a designed environment (either online or in person) that encouraged building knowledge and understanding through social interaction? How did it work? What aspects of the design facilitated social constructivism? What would you have done differently if you had been the designer?</li>
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<li>In what ways does the design of this course encourage social-construtivist learning? How would you improve the design of this course to further incorporate social-constructivism?</li>
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</ul>
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<divclass="card my-5 shadow-sm">
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<span><aid="social-constructivism"></a>{% include icon-team.html %}With your team: Constructivism and Social-Constructivism</span>
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<h3class="card-title">Getting social with (social-) constructivism</h3>
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<pclass="card-text">Share your thoughts on constructivism and social constructivism with your team. To get the conversation started, listen to <ahref="https://open.spotify.com/track/0EqLwxrToMzTGI6B0GqQfB">Bored of Education</a>, by Propaganda (or read this <ahref="https://www.lyricsbox.com/propaganda-bored-of-education-lyrics-9l2nc95.html" target="_blank">transcript of the lyrics</a>).</p>
<li>Discuss with your team: What examples and counter-examples of constructivist and social-constructivist learning do you hear in this song? Which examples do you find most relatable?</li>
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<li>What are your experiences with social-constructivist learning?</li>
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<li>Thinking back to the <ahref="https://youtu.be/nqm4HKRGZys?t=111" target="_blank">example of active learning in a lecture hall</a> that we watched previously, in what ways was this instructor demonstrating (and/or not demonstrating) social-constructivist teaching?</li>
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<li>How does your team encourage knowledge and community building? What other practices might you explore?</li>
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<li>Imagine you could design a school to address the issues brought up in "Bored of Education." What would your design include? Not include? Why?</li>
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<li>Can you think of an experience you have had (e.g., in an environment or with a product or service) where the designer built on your previous knowledge to allow you to do something new or achieve a personal goal?</li>
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<li>Often, different fields use different terms to talk about similar ideas. What language does the design world use to talk about constructivism and social-constructivism?</li>
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<li>Have you ever been in a designed environment (either online or in person) that encouraged building knowledge and understanding through social interaction? How did it work? What aspects of the design facilitated social constructivism? What would you have done differently if you had been the designer?</li>
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<li>In what ways does the design of this course encourage social-construtivist learning? How would you improve the design of this course to further incorporate social-constructivism?</li>
Copy file name to clipboardExpand all lines: modules/key-ideas/_posts/2000-01-04-critical-pedagogy.html
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<p>Critical pedagogy involves critical questioning of the status quo, and often is focused on both transformation and promoting social change and social justice.</p>
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<p>Proponents of critical pedagogy have argued that "teachers and students should be co-creators of knowledge within the classroom, and dominant ideologies should be exposed for critique and discussion" (Anderson & Herr, 2007).</p>
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<p>These ideas challenge traditional conceptions of power and authority within the classroom itself and suggest new possibilities for learning and teaching.</p>
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<p>For a closer look at critical pedagogy, work with your team (or individually) on the following interactive reader. </p>
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<h3class="card-title">What are your experiences?</h3>
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<pclass="card-text">In your notebook, write a quick (3-5 minute) reflection on one or more of the following questions, and then select a few ideas to share with your team:</p>
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<h4>Design for Learning</h4>
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<li>Have you ever had a learning experience that involved questioning your own assumptions or beliefs? Looking deeply and critically at common societal conventions or structures? If so, what was this experience like for you and other learners?</li>
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<li>Have you ever had a learning experience that challenged the traditional dynamics between teachers and learners?</li>
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<li>Was the experience transformative for you? For others? If so, how? If not, why not?</li>
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<h4>Design for UX</h4>
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<li>In what ways does your design process involve going beneath "surface meaning, first impressions, and dominant myths"? What role does this type of critical thinking have in the design process and why might it be important?</li>
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<li>Have you ever experienced a design (e.g., of an object, product, service, advertisement, or environment) that seemed to be passing on a particular ideology or set of beliefs - either intentionally or unintentionally? If so, what was the context and what impact did it have on you?</li>
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<span><aid="critical-pedagogy-discussion"></a>{% include icon-team.html %}With your team: Talking about Critical Pedagogy</span>
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<h3class="card-title">Talking about critical pedagogy in practice</h3>
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<pclass="card-text">Think back on the <ahref="{{ '/modules/key-ideas/key-ideas/' | absolute_url }}" target="_blank">example of active learning in a lecture hall</a> you watched in the introduction to this section. Talk with your team about one or more of the following questions:</p>
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<li>In what ways is <ahref="{{ '/modules/key-ideas/key-ideas/' | absolute_url }}" target="_blank">the video we watched previously</a> an example or not an example of critical pedagogy in practice? In what ways do the learners take on traditional roles? In what ways do they take on untraditional roles? What societal conventions are explored and questioned in the lesson?</li>
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<li>Have you experienced a lesson or activity like this? What experiences with critical pedagogy or design did you share in your notebook?</li>
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<li>What role did "design" play in this lesson? For example, what impact did the classroom design have on learning? What about the design of the materials or the lesson itself? If you were designing either the learning environment or the lesson, what would you change? What would you keep the same and why?</li>
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<li>To what extent were the learners in this activity "co-designers" of learning? What kinds agency did they have and not have in this activity?</li>
<h2>What is inclusive design? What is universal design?</h2>
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<p>Universal design calls for:</p>
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<blockquote>The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design (<ahref="https://web.archive.org/web/20080509071827/http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm" target="_blank">The Center for Universal Design - NC State University, 1997</a>).</blockquote>
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<p>When designing for learners, this means that learning experiences and materials benefit ALL students when learning materials are accessible, diverse and inclusive.</p>
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For a brief overview of the concept of Universal Design check out this interactive reader:
<p>This means that experiences, products, and services benefit ALL users when they are accessible, diverse and inclusive.</p>
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<p>Universal vs. inclusive design: </p>
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<ul>
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<li>Inclusive design describes methodologies to create products that understand and enable people of all backgrounds and abilities. Inclusive design may address accessibility, age, culture, economic situation, education, gender, geographic location, language, and race. The focus is on fulfilling as many user needs as possible, not just as many users as possible.</li>
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<li>Universal design aims to create one experience that can be accessed and used to the greatest extent possible by all people. Unlike inclusive design, universal design enforces a single design solution without need for adaptations or specialized design. Inclusive design accepts and embraces multiple design variations so long as they achieve the desired outcome. - Nielsen Norman Group</li>
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<span><aid="margins-video"></a>{% include icon-video.html %}Video: Designing for the Margins</span>
<span><aid="ud-experiences"></a>{% include icon-team.html %}With your team: Experiences with (and without) Universal Design</span>
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<h3class="card-title">Exploring Universal Design for Learning</h3>
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<p>With your team, explore the diversity of learners, their experiences, and their different approaches to learning by discussing the following questions and completing the follow activities together:</p>
<p>With your team, explore the diversity of designers, their experiences, and their different approaches to design by discussing the following questions and completing the follow activities together:</p>
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<li>Have you ever had a learning experience that you felt just wasn't designed for you? How will this impact your team's design approach?</li>
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<li>Have you ever had an experience that you felt just wasn't designed for you? How will this impact your team's design approach?</li>
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<li>Next, choose a website that your team frequently uses, and explore it using WAVE - the Web Accessibility Evaluation Tool: <ahref="http://wave.webaim.org/" target="_blank">http://wave.webaim.org/</a>. This tool gives you a chance to take a behind the scenes look at the accessibility of a website and identify both best practices and areas of improvement.</li>
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<li>What did you notice about the website you visited? In what ways is it accessible? How could it be improved?</li>
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<li>Imagine there were a tool like webaim for physical spaces, products, or services (in other words things that aren't online). How would it work? What factors would it consider? </li>
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<li>What roles do universal design and accessibility play in designs outside of the web? Can you think of a non-digital product or service that seems to have been created with universal design and accessibility in mind? What about the opposite?</li>
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