Design for Transformative Learning : A Practical Approach to Memory-Making and Perspective-Shifting book cover
1st Edition

Design for Transformative Learning
A Practical Approach to Memory-Making and Perspective-Shifting




  • Available for pre-order. Item will ship after April 7, 2022
ISBN 9781032246253
April 7, 2022 Forthcoming by Routledge
280 Pages 26 B/W Illustrations

USD $44.95

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Book Description

The creative strategies in Design for Transformative Learning offer a playful and practical approach to learning from and adapting to a rapidly changing world. Seeing continuous learning as more than the periodic acquisition of new skills this book presents a design-led approach to revising the stories we tell ourselves, unlearning old habits and embracing new practices.

This book maps learning opportunities across the contemporary landscape, narrating global case studies from K12, higher education, design consultancies and researchers. It offers narrative context, best practices and emergent strategies for how designers can partner in the important work of advancing a lifetime of learning. Committed to driving sustained transformation this is a playbook of practical moves for designing memory-making, perspective-shifting, hands-on learning encounters. The book braids stories from design practice with theories of change, transformative learning literature, cognitive and social psychology research, affect theory and indigenous knowing. Positioning the COVID-19 pandemic as a moment to question what was previously normalised, the book proposes playful strategies for seeding transformational change.  

The relational practice at the core of Design for Transformative Learning argues that if learning is to be transformative the experience must be embodied, cognitive and social.  An essential read for design and social innovation researchers, facilitators of community engagement and co-design workshops, design and arts educators and professional learning designers. It is a useful primer for K12 teachers, organisational change practitioners and professional development facilitators curious to explore the intersection of design and learning. 

Table of Contents

Part 1: Framing Learning: An Introduction and an Invitation Introduction Chapter 1: The Design of Transformative Learning Encounters Relational Learning: Belonging and Play Chapter 2: Automated Futures, Social Change and Forever Learning Embodied Wondering: Performing and Becoming Chapter 3: Perspective Shifts and New Ways of Being Indigenous Knowing-Being-Doing: Reciprocity and Resistance Wonderings Part 2: Making Learning: Narratives and Case Studies from Design Practice Introduction Chapter 4: Design Making: Dilating the Doing of Design Inquiring: Learning as Research-wondering Chapter 5: Design Process: Make Sense to Make Possible Improvising: A Doll Workshop Chapter 6: Design Provocations: Make Visible to Make Believe Figuring: An Ambiguous Move Chapter 7: Design Methods: Make Fun to Make Tangible Co-realising: A Convivial Metaphor Chapter 8: Design Moves: Make Together to Make Change Facilitating: Making as Caregiving Wonderings Part 3: Designing Learning: Keywords and Stories from Psychology and Design Introduction Chapter 9: Social Psychology: Learning from Engaging and Empowering Engaging: the Science of Memory-making Chapter 10: Cognitive Psychology: Learning from Remembering and Integrating Researching: the Humility of Interdisciplinary Perspective-taking Chapter 11: Creative Imagining: Learning from Sensing and Wondering Speculating: a Prop for Sense-checking Chapter 12: Designing Experiences: Learning from Making and Interacting Integrating: a Scaffold for Risk-taking Wonderings Part 4: Transformative Learning: A Matrix, a Constellation, a Framework and More Questions Introduction Chapter 13: Transformative Engagement: Curiosity, Paradoxes and Making Reconfigured Chapter 14: Seeding Transformation: A Designed Approach Chapter 15: Shift Work Elaborated: A Contingent Conclusion Wonderings

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Author(s)

Biography

Lisa Grocott is a Professor of Design, the Director of WonderLab and leads the Future of Work and Learning research program in the Emergent Technologies Research Lab at Monash University, Australia.