There are no one-size-fits-all steps for tackling different design challenges within the context of education. There are, however, processes and activities that are often useful. Developing a repertoire so that designers can select and use the most fruitful and fitting approaches for specific situations is the focus of this chapter. After discussing this phase in relation to those of analysis and evaluation, attention is given to how both analytical and creative perspectives can serve the work of design and construction. The body of the chapter is devoted to presenting specific activities that can be undertaken during design (exploring and mapping solutions) and construction (actually building the solutions). This chapter presents ideas in linear fashion, which loosely approximates the order in which these activities might logically be carried out. However, each design project is different. Not all activities described here are useful in all projects, others are likely to be added, and several activities described in this chapter often take place simultaneously.
|Title of host publication||The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies|
|Editors||Begona Gros, Kinshuk, Marcelo Maina|
|Place of Publication||Berlin|
|Publication status||Published - 2015|
|Name||Lecture Notes in Educational Technology|
McKenney, S., & Reeves, T. C. (2015). Educational Design and Construction: Processes and Technologies. In B. Gros, Kinshuk, & M. Maina (Eds.), The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies (pp. 131-151). (Lecture Notes in Educational Technology). Berlin: Springer. https://doi.org/10.1007/978-3-662-47724-3_8