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Design challenges

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Graham Attwell
16 November 2009

Design Challenges for the Integration of Emerging User Generated Content and Contexts in Formal Education - Daniel Spikol & Marcelo Milrad

  • What new design challenges does the integration of emerging user generated content and contexts in formal education raise, for the learners, the teachers, the organizations, and the business around education?
  • Currently e‐books are not cheaper then traditional textbooks in pricing. Will this change when large school systems begin to utilize them in the state of California for example?
  • From a real-world research perspective, what are the best design strategies and methods to support active users?
  • Can a focus on a more seamless integration of mobile devices and laptops between outside and inside the classroom provide motivation for higher active creation?
  • How do we create the right environment for all learners to be active in communities of participation?
  • How do we overcome the or the laws of participation where it is acceptable for only a very small percentage of people to be active in creation of content? Even though the small percentage of active creators is significantly more then traditional media creation?

Learner-constructed trails in museums - Kevin Walker

  • What other activities can support informal learning experiences?
  • How do mobile digital technologies mediate and support learners’ experience of activities such as trails?
  • What is an appropriate model for the design and analysis of technology-mediated activities in informal learning contexts?
  • How to balance structure and freedom; and the content of cultural authorities v. that of learners

Challenges for Integrative Design and Research in Mobile Learning- Brenda Bannan

How do we provide flexible design and research models and the integration of both to progressively and simultaneously improve learning and technologies, particularly in regard to the unique socio-cultural and transformative potential of mobile learning environments?

From a theoretical frame of the ‘mobile complex’ (Pachler, Cook and Bachmair, in press), how do we employ the important constructs of agency, culture and social structure in a systematic process of identifying, generating and determining directions for integrative design and research cycles?

What does the shift in the use of mobile devices as provoking informal, fluid, ubiquitous, usercontribution/ participation and meaning-making experiences (Pachler, Cook and Bachmair, in press) mean for identifying or generating informal learning targets for design and research?What special considerations does the “mobile complex” evoke in how we collect and analyze data and the methods we might employ in a systematic, iterative and interventionist design research effort?

Extra content

Current Plans for the Design Challenges session

Flexible design conversations to help create strategies for mobile complex learning activities

Design research is useful to not only understand individuals but also frame individual behaviors in the context and community that surrounds them. Therefore, it will be important to employ many methods of research.

Walker: learner constructed threads

How mobile complex support learner constructed threads

Bannan: Flexible Design and research models

How do we provide flexible design and research models across the theoretical frame

Spikol: Active participation across social and cultural practices

How do we identify the design challenges to get active involvement?


4 part session (25 minutes each) + 20 minute slush time (Pomodoro technique)

Session 1

  • Key concepts across the 3 papers
  • Introduction to HCD micro techniques

Session 2 & 3 (50-60 minutes)

Break into 3 groups for Brainstorming, Photo Story, and Seek Inspiration


  • Warm Up sessions
  • Then the stickies
  • Upload to site

Photo Story

  • Outside with self documentation style
  • GeoTagged
  • Uploaded to site

Seek Inspiration

  • All about feelings and emotions
  • upload to site


Session 4

  • Presentations and sum of groups
  • Draft bullets for design strategies 
  • Brainstorm and generation of potential design and research challenges based on experience with all the time and resources available, what would you have done in considering user-constructed/active design, in mobile research, in integrated design and research cycles?


14:54 on 24 November 2009

Defining/Designing augmented contexts for learning - Carl Smith

  • What is the relationship between learning and context?
  • What is specific to a learning context which is not to be found in other contexts?
  • Do certain pedagogical practices encourage mobilisation and mediation more than others?
  • How does AR affect the relationship between theory and practice?
  • Does the mass quantity of ‘instant wisdom’ that widespread AR may provide have negative implications?

Norbert Pachler
08:22 on 29 November 2009

Some notes from Day 1 Workshop may be found:

Brenda Bannan
17:05 on 30 November 2009

Embedded Content


Gráinne Conole
5:00pm 16 November 2009

This looks like an excellent session. I think emerging user generated content and contexts offer interesting and distint design challenges. We have learnt alot through our Open University Learning Design Initiative in the last few years, and we have an evolving LD toolbox of tools. methods and activities which can be used to help design more creatively. We have also being doing some work on trying to better understand how we can represent designs at different levels. Others like Diana Laurillard, Liz Masterman/Marion Manton, Sue Bennett and others at Wollongong (to name but a few!) are doing interesting related things. And then of course there is all the pedagogical patterns work... So lots of useful and exciting work, yielding interesting results - the trick is how do we put it all together.....

Graham Attwell
11:30pm 16 November 2009

I am especially interested in idea of representation. But the bit that really excites me about the promise of mobile devices is the idea of representing practice in the context in which that practice takes place and thus removing the abstraction of talking about practice which is what we tend to do with learning materials at present. Thus the creativity becomes the creativity of the design of practice itself, rather than the design of the materials.

Joshua Underwood
10:19am 30 November 2009

Learner - Designer - Learner

What is the relationship between designers and learners, learners as designers and designers as learners?

How do design approaches support this relationship?

Joshua Underwood
10:38am 30 November 2009

Some questions for Design, Context, AR, Context Aware & Learning

What are the information overload implications and methods for managing these in a ubiquitous AR world?

How might my internal, mental, physical perspective on the world be augmented and to what ends (e.g. prompting awareness of my quickening heartbeat, my straying attention)?

I usually think about AR as augmenting my perception of the world, what about AR as augmenting others perception of me (e.g.

What is the relationship between context aware computing and context aware people (and context aware design)? Moving from proactive computing to proactive people on interview with

Assuming a learner is motivated to act towards some objective that requires the application of some skill or set of skills and knowledge at a level beyond her current competence how can we design support that extends competence and is it important to withdraw that support in response to her developing competence? 


Graham Attwell
11:14am 30 November 2009

introduction to session nu Daniel.....

Design conversations as a pattern of problem solving - design is constructive in terms fo problems framing and focusing on solutions rather than just posing problmes.

Designers tackle ill defined problems.

Looking at user learner generated content and context of Olympic ski jump in Partenkirchen.

Loooking at problems of how to solve issue sof mobile learning in real world - problems of visualisation.

US movement around design research - methdological approach leading to cycles of innovation informing innovation in practice. Embeds different types of methods including observational approaches.

Looking at models of Human Centred Design. Some discussion over wther can take what is a product oriented approach to education and learning?

And now time for lunch :)

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