Date: May 2, 2022, 14.30 - 15.30
Venue: Onsite at DPU Campus Aarhus, room 556, Jens Chr. Skous Vej 4, building 1483, 8000 Aarhus C
or online via Zoom
Registration deadline: May 1, 2022, 9.00
Speakers: Dr. Yishay Mor and Dr. Rikke Toft Nørgård
Advances in digitisation, automation and massification of higher education appear to diminish the role of teachers, as mediators of knowledge. However, at the same time, these advances call for a strengthening of their position as guides, mentors and facilitators of learning. This realization reinforces the calls to re-conceive educational work as a participatory design practice, and raises the need to democratize design knowledge in education. In 1977 Christopher Alexander and his colleagues introduced the notion of design patterns as a means for democratising architectural design. This methodology has since spread into software engineering, and in recent years has been gaining ground in education. In this talk, we will introduce the argument for re-positioning educators as learning designers, present the design patterns approach and argue for its utility as a method for democratising educational design knowledge, consider the potential for participatory approaches in educational design, and share some examples from our experience.
In doing so, this presentation introduces the concept of learning design studios, participatory pedagogical pattern workshops and teachers’ co-creative educational design collaboratoriums as a framework for bottom-up, participatory and teacher-led educational development. First, the concept of pedagogical pattern languages is introduced as a framework for pedagogical and educational development in higher education; second the method of pedagogical pattern as a way for teachers to capture, develop and share teaching practices and innovation in teaching within institutions is described; third, the process of working in teachers educational design collaboratorium is proposed as a way to carry out such processes as a collaboration, co-creation and capacity building between teachers; fourth, concrete examples from practice is given on the outcome of such method and processes are given.