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Designerly Ways of Teaching and Learning: A Course Structure for Interaction Design
Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).ORCID iD: 0000-0002-2791-6647
Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
2013 (English)In: Journal of Learning in Higher Education, ISSN 1936-346X, Vol. 9, no 1, p. 179-188Article in journal (Refereed) Published
Abstract [en]

Society´s use of increasingly complex information technology is, in a long-term perspective, shaped by the way we train our future designers and developers of information systems. By preparing students for practice on the field, in complex use-contexts, we aim to help student’s bridge theory and practice, thereby helping them incorporate procedural knowledge and reflective practice in their skill repertoire. This paper presents a new course structure founded on active, contextual, and peer-based formative learning. Based on student and teacher reflections from two implementations of a course in Interaction Design, we find that our approach enhances the students’ understanding, and assimilation, of the reflective aspect of interaction design practice.

Place, publisher, year, edition, pages
Martin, Tennessee: JW Press , 2013. Vol. 9, no 1, p. 179-188
Keyword [en]
interaction design, design practice, reflective learning, procedural knowledge
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hh:diva-23348OAI: oai:DiVA.org:hh-23348DiVA: diva2:640644
Available from: 2013-08-14 Created: 2013-08-14 Last updated: 2017-04-03Bibliographically approved

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Wärnestål, Pontus

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