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Presentation@2nd Annual Winter School Design Summit

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January 25, 2017 3:26 PM

Peter Scupelli gave a keynote talk on “How might design educators teach to Transition Design?” at The Glasgow School of Art’s 2nd Annual Winter School Design Summit in Scotland.  The theme of this year’s summit was Innovation from Tradition, and explored the relationship between culture and economy, between design and its consumption, as a means of formulating alternative economic and social arrangements for living, exemplified by rural living and a non-industrialized economy.  The summit hoped to turn a network of known entities into a fledgling community, to shift pedagogies into share practices and to establish a platform for future exchanges.

Students and faculty from KADK Copenhagen and KISD Cologne, the PhD cohort of Konstfack Stockholm and Glasgow School of Art’s PGT (Postgraduate Taught) Masters in Design Innovation as well as their PGR (Postgraduate Research) students participated.

Abstract:

How might design educators transition their courses to educate the next generations of designers to transition design to achieve sustainable futures? Design educators are caught between competing challenges: first, teaching well-established design traditions based on craft and making; and second, training students to situate their artifact making within transitional times in a volatile and exponentially changing world. Design educators can navigate such tensions  by linking the core of their discipline in relation to an expanding periphery where multiple disciplines interact. Teaching to transition design introduces a interesting teaching and learning design challenges. While the first formal presentation of Transition Design by Terry Irwin, Cameron Tonkinwise, and Gideon Kossoff occurred in 2013, there were many conversations among faculty and students leading to up to it. In this paper, I describe five courses that I taught at the Carnegie Mellon University School of Design from 2011 to 2016. Through this case study, I describe how one newly hired faculty member began to integrate the new vision for the School of Design based on Transition Design in the courses I taught to undergraduates and graduate students. The new Undergraduate, Graduate and Doctoral curriculum were deployed in fall semester 2014. The intended audience for this paper is faculty and students that are nervous and excited about undergoing curricular changes.

Last updated: 3:26 pm

Improving Online Learning Experiences with Big Data, Design Patterns, Randomized Control Trials, and Online Repositories @ HAN University of Applied Sciences

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April 16, 2016 6:04 PM

Peter Scupelli gave a talk on “Improving Online Learning Experiences with Big Data, Design Patterns, Randomized Control Trials, and Online Repositories” as a guest lecturer at the HAN University of Applied Sciences in Arnhem, Netherlands.

Last updated: 6:04 pm

Paper presentation @ Viking PLoP 2016

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April 11, 2016 8:10 AM

Peter Scupelli and Paul Inventado presented  “Design Patterns for Math Problems and Learning Support in Online Learning Systems” at the Viking Conference on Pattern Languages of Programs (Viking PLoP) 2016 in Leerdam, Netherlands.

Abstract:

Increasingly, many institutions and students benefit from online learning systems each year. For example, in 2016 Massive Open Online Courses (MOOCS) reported as many as 16 million enrolled students and online tutoring systems reported over half a million enrolled students. In the literature, many design patterns capture online learning system designs for class management, discussion facilitation, lecture delivery, and feedback. In this paper, we describe design patterns that describe finer-grained activities within online learning systems such as the design of problem-solving activities and their associated learning support. The three patterns presented in this paper describe designs for constructing math-problem content and corresponding learning support for students who answer these problems – Mastery Learning Templates, Explain Worked Solutions, and Scaffold Problems with Guide Questions. We found these patterns using the data-driven design pattern production (3D2P) methodology on data collected from the ASSISTments online learning system. The design patterns we describe were mined from data on student interactions with an online learning system and linked patterns to existing learning science literature.

Last updated: 8:10 am

Focus group @ PLoP 2015

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October 27, 2015 3:32 PM

Paul Inventado and Peter Scupelli led a focus group discussion on “Developing an open, collaborative design pattern repository” at the 22nd Conference on Pattern Languages of Programs (PLoP) 2015 in Pittsburgh, Pennsylvania.

Abstract:

Ensuring the production of high quality patterns is challenging for four reasons: first, it is expensive (e.g., face-to-face meetings in international conferences); second, it lacks incentive for evaluating, critiquing, improving, and evolving existing pattern languages; third, author attribution is an issue; and fourth, stakeholders, especially designers and end-users who are the primary beneficiaries of patterns, are often not part of the process (Dearden & Finlay, 2006). There have been calls for a widespread collaboration between stakeholders in the production of design patterns (Bayle et al., 1998; Dearden & Finlay, 2006). In this workshop, we present a framework for collaboratively producing design patterns. We use the case study of producing online learning system design patterns to explain the open, collaborative pattern repository. We describe how diverse stakeholders (e.g., educators, learning analytics experts, interaction designers, online learning system experts and developers, pattern writers) could contribute to the design pattern production process. We use an open pattern repository Wiki prototype to illustrate the concept. The repository would manage design patterns and the processes needed for producing and maintaining them such as indexing, versioning, documentation, and communication.

Last updated: 3:32 pm

Paper presentation @ IDSA International Conference 2015

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August 23, 2015 9:00 AM

Peter Scupelli presented a paper he co-authored with Judy Brooks and Arnold Wasserman on “Learn!2050 and Dexign Futures: Lessons Learned Teaching Design Futures” at the Industrial Designers Society of America (IDSA) International Conference 2015 in Seattle.

Introduction:

This paper explores how we might redesign education to face the challenges and opportunities of sustainable futures. Increasingly, designers operate within ever-broader contexts (e.g., technological, social, political, environmental, global). Design for sustainable futures requires the ability to envision longtime horizon strategic scenarios driven by forces likely to shape change in broader contexts. Traditional pedagogy poorly equips designers to integrate long-range strategic thinking with current human-centered design methods.

We present two interlocking projects: LEARN! 2050 and Dexign the Future. Please note the term dexign was introduced to indicate an experimental type of design. The LEARN! 2050 scenario describes design pathways from today to a new learning landscape in the year 2050. Dexign the Future, a course integrating Futures Thinking with Design Thinking, was introduced in the School of Design at Carnegie Mellon University in fall 2013 to a mix of third year undergraduate and graduate design students.

Students learned to engage strategic longtime horizon scenarios from a generative design perspective.

Lessons learned led to a three-semester sequence teaching design methods for longtime horizons aimed at transitioning towards sustainable societies. The sequence includes: Dexign Futures Seminar, Introduction to Dexign the Future, and Dexign the Future. The Dexign Futures Seminar is an online module that teaches students to critique and deconstruct existing futures scenarios. In the Introduction to Dexign the Future course students explore futures based themes, design methods, and research techniques. The Dexign the Future course deep-dives into a semester long project set in 2050. In summary, we provide here three contributions: first, an example of a future learning scenario set in 2050; second, a design course sequence that combines Futures Thinking with Design Thinking to create desirable design futures (what futurists refer to as Normative Scenarios); and third, lessons learned that lead to a pedagogy for designing for longtime horizon futures.

Last updated: 9:00 am