Gerasimos Balis · University of Lancaster · 2018
The study examines the contribution of the emerging practice of Service Design in Entrepreneurial Learning, or the creation of knowledge that supports shaping and managing new ventures. It is supported by an empirical investigation spanning a pilot study and two case studies in the contexts of enterprise education for nascent entrepreneurs and Service Design consultations with mature entrepreneurs. Three main research questions are addressed, namely what is the focus of service design activities in entrepreneurship, what types of entrepreneurial knowledge are generated through service design activities and how does the transformation of experience to entrepreneurial learning take place in Service Design. The Service Design process in both case studies was deconstructed through a learning lens applying a framework that captures the contribution of individual activities in learning, namely capturing the domain of knowledge they relate to – ie. the current situation, a potential future situation or the implementation of a specific idea, as well as the way in which they contribute to new knowledge creation. Moreover experiential learning theory was mobilised due to its broad scope and previous use in both fields, to capture the process of experience transformation into new knowledge. The findings of the study highlight a focus on implementation in Service Design activities, through analysis of the current situation and modelling of various aspects of the venture. The main types of knowledge generated are service specifications user insights as well as insights about being entrepreneurial, namely the importance of empathy and Service Design as an approach to opportunity development. Experience is transformed to knowledge primarily through exploitation and assimilative learning based on abstract conceptualisation.
Cited by 1Open access
Dalziel, James · 2015
This chapter explores the concepts of Learning Design (LD) and Technological Pedagogical and Content Knowledge (TPACK) in an attempt to contribute greater clarity about their epistemological and conceptual similarities and differences. Drawing on LD and TPACK research, we present a conceptual framework that helps to analyze LD and TPACK philosophy and application, specifically targeting designers of teaching and learning activities, educational researchers and administrators. A key goal of this chapter is to illustrate that, although the concepts operate in different paradigms and are designed for a different target audience, they are complementary. The LD construct based on the Learning Design Framework (LD-F) introduced in the Larnaca Declaration is focussing on pedagogical design and is underpinned by ideas of interdisciplinarity, general applicability and flexibility in epistemology and ontology, whereas TPACK is specifically targeted to the education of schoolteachers, providing a framework that illustrates the relationship between the three components of TPACK, technical (T), pedagogical (P) and (C) content (K) knowledge. Understanding their complementary nature will assist designers of learning and teaching to make better-informed decisions about technology-enhanced learning and teaching provisions.
Cited by 26
Georges‐Louis Baron · Recherche & formation · 2011
Learning design est une importation de l'anglais dont la traduction littrale (conception d'apprentissage) est assez nigmatique. On trouve, en particulier au Qubec, pour dsigner cette ralit, l'expression conception pdagogique , qui a l'intrt de ne pas simplement se centrer sur l'apprentissage mais sur la pdagogie, c'est--dire sur des apprentissages dirigs. Ce texte a pour objectif d'expliquer la signification de ce mot et sa gense.
Cited by 16Open access
Frank Rennie, Keith Smyth · 2019
Cited by 0
2005
Cited by 93
Remke Klapwijk, Kay Stables · 2023
Cited by 6
2014
Cited by 1
Las Vergnas, Olivier, Cavignaux-Bros, Dorothée · SPIRE - Sciences Po Institutional REpository · 2024
Cited by 0
Annala, Henri · Theseus (Ammattikorkeakoulujen) · 2023
The main theme of the capacity building activity with the BUKA project was focused on learning design, with a number of events focusing on topics such as 'learning design for authentic learning' and 'how to design an online course'.In this first subsection, some of the core knowledge and best practice on learning design that was shared between partner HEIs in capacity building lectures and workshops is presented.
Cited by 0Open access
Balis, Gerasimos, McKeever, Edward · Lancaster EPrints (Lancaster University) · 2018
The study examines the contribution of the emerging practice of Service Design in Entrepreneurial Learning, or the creation of knowledge that supports shaping and managing new ventures. It is supported by an empirical investigation spanning a pilot study and two case studies in the contexts of enterprise education for nascent entrepreneurs and Service Design consultations with mature entrepreneurs. Three main research questions are addressed, namely what is the focus of service design activities in entrepreneurship, what types of entrepreneurial knowledge are generated through service design activities and how does the transformation of experience to entrepreneurial learning take place in Service Design. The Service Design process in both case studies was deconstructed through a learning lens applying a framework that captures the contribution of individual activities in learning, namely capturing the domain of knowledge they relate to – ie. the current situation, a potential future situation or the implementation of a specific idea, as well as the way in which they contribute to new knowledge creation. Moreover experiential learning theory was mobilised due to its broad scope and previous use in both fields, to capture the process of experience transformation into new knowledge. The findings of the study highlight a focus on implementation in Service Design activities, through analysis of the current situation and modelling of various aspects of the venture. The main types of knowledge generated are service specifications user insights as well as insights about being entrepreneurial, namely the importance of empathy and Service Design as an approach to opportunity development. Experience is transformed to knowledge primarily through exploitation and assimilative learning based on abstract conceptualisation.
Cited by 0Open access
Otávio Curtiss Silviano Brandão · Digital Library of Theses and Dissertations of the University of São Paulo (Universidade de São Paulo) · 2009
Para se fazer projeto arquitetônico, e também para se discorrer a esse respeito, é possível constatar que os arquitetos geralmente recorrem a dois tipos de operadores, antagônicos entre si. O primeiro é a prefiguração da idéia; o segundo é a prefiguração do método. Enquanto um sugere que o que é criado surge primeiramente na idéia, para, em seguida, ser representado, outro sugere que, para se fazer projeto, é necessário, primeiramente, saber fazer, para, em seguida, fazê-lo. Este trabalho procura conhecer alternativas para tal estado de coisas. Questionando as prerrogativas dos operadores citados, proponho aqui novos modos de se compreender e discorrer acerca da criação em arquitetura, na qual a atenção às contingências, bem como a interação entre condicionantes da forma e a compreensão do projeto como desenvolvimento, processo ou coisa distendida no tempo, possibilita a gestação de uma forma legitimada por coerência interna, mais que por recurso a quaisquer conjuntos de conhecimentos prefigurados. Para atingir tal objetivo, o primeiro capítulo apresenta o problema, as hipóteses de trabalho, o objeto sobre o qual me debrucei e o método de pesquisa empregado. Para situar o ponto de vista a partir do qual o problema é enfocado, o segundo capítulo apresenta uma crítica ao papel legitimador de proposições metafísicas para quem faz projeto, e, também, alguns conceitos sobre os quais trabalhei, como o perspectivismo nietzschiano, duas concepções distintas acerca do conhecimento, as epistemologias construtivistas e um histórico sobre o conceito idéia. O terceiro capítulo apresenta os modos como o problema aqui enfrentado foi considerado ao longo da história moderna. No quarto capítulo, entro em campo, e apresento o relato do acompanhamento de um projeto arquitetônico. Em seguida, inicio um movimento de convergência entre a prática ali observada e o material teórico introduzido nos capítulos anteriores. No quinto capítulo, elaboro algumas leituras possíveis do relato, visando sistematizar os dados obtidos. À luz dos conceitos desenvolvidos em capítulos anteriores, o sexto capítulo critica o modo usual de se compreender a criação arquitetônica e propõe alternativas à compreensão e discussão acerca da criação em arquitetura. A conclusão apresenta os resultados da tese e lança propostas de trabalhos possibilitadas pelas novas perspectivas aqui apresentadas.
Cited by 0
Thompson, Kate, Yeoman, Pippa, Goodyear, Peter · Queensland University of Technology · 2025
Cited by 0Open access
2017
Abstract This chapter unpacks ‘design thinking’ as it relates to educational design, and highlights how developments in the field of Learning Design may be of assistance to educators. Design is defined as a creative, scientific, and complex process, underpinned by several design thinking qualities. Teaching, it is argued, should be positioned as a design science, based on its nature, practice, and intentions. Learning to design is characterized as a challenging pursuit that is supported through practice, refection, examples, and expert guidance. Based on the literature, the pursuit of designing for learning is explained as a process involving the creation of accessible and aligned designs that cater to students in order to achieve desired learning outcomes. Educational design models by Laurillard, Siemens, and Conole are contrasted and evaluated in order to critically reflect on the general utility of such models. The field of Learning Design is introduced as a discipline area that aims to help educators develop and share great teaching ideas. Six approaches that support the description and sharing of learning designs are briefly described (technical standards, pattern descriptions, visualizations, visualization tools, pedagogical planners, and the Learning Activity Management System) so as to illustrate how the Learning Design field has evolved and how educators can capitalize upon it. Directions forward are recommended, which center around reflection, collaboration, and a design orientation.
Cited by 5
Slavi Stoyanov · OSF Preprints (OSF Preprints) · 2022
Cited by 0
Milne, J, Wadsworth, Daniel P, Gunn, C · USC Research Bank (University of the Sunshine Coast) · 2017
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Gene L, Metacognition Self Evaluation (individuals · 2016
Building awareness of the self as learner is central to learning. Reflecting on past experiences helps individuals elucidate undetected characteristics of themselves as learners. Active learners are more likely to experiment with new learning strategies and take risks. Because of their inquiring dispositions, they self-monitor and self-evaluate their progress. People increase their efficiency and effectiveness as learners when they can apply a full array of learning skills, strategies, and tools. Learners need to be adaptive to diverse learning contexts. Learning to learn entails recognizing the causes and effects of peak learning, as well as developing coping strategies for mental blocks, blindspots, and other barriers. People learn how to learn as they gain understanding, exert control over their learning, and cultivate their learning competencies. Learning dilemmas call for a self-monitoring process
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Deckert, Ronald · 2022
Cited by 0Open access
2008
Cited by 5
Rob Koper · DSpace (Open University in the Netherlands) · 2005
Slides about the <a href="http://jasss.soc.surrey.ac.uk/8/2/5.html">JASSS journal</a> paper presented at the UNFOLD PhD CoP Workshop in Barcelona, April, 21 2005.
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Elizabeth Rosenzweig · Elsevier eBooks · 2025
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