Chapter plan

1. Developing human intelligence through epistemographically¹-smart design.

1.1 A vision of meaningful success in higher education.

How knowledge, meaning and experience are intimately linked. A brief social and technical history of higher education and academic knowledge, from 11th Century Bologna through to Boyer and beyond. Capitalism and the hyper-enrichment of experience and opportunity. What might be meaningful success in 21st Century higher education?

1.2 Dewey and the experiential turn in the philosophy of education.

1.3 Kolb's Experiential Learning and the weakness of its constructivism.

1.4 Shifting the perspective to emergent epistemic systems and their instruments of experience.

1.5 Evidence from the study of human and non-human emergent epistemic systems.

1.5.1 Learning from robots: situated, embedded and extended cognition (and why robots don’t do art). 

1.5.2 Learning from biology: dynamic, emergent systems and cognition (and why swarms don’t think).

1.5.3 Learning from artists and performers.

1.5.4 Learning from societies: language games, actor-network-theory, reflexivity and cognition (and why humans are creative thinkers).

1.6 Epistemographically-smart instruments of experience.

1.7 Epistemographically-smart teaching and learning.

2. Case studies from arts and humanities higher education.

2.1 A field guide to observing “epistemographically-smart teaching and learning”.

2.2 Why arts and humanities?

2.3 Knowing Shakespeare (English Literature, Theatre Studies).

2.4 Finding your authorial voice (Creative Writing).

2.5 How common is this kind of teaching and learning?

2.6 Design as a methodology for enhancing teaching and learning.

3. Design thinking: developing intelligent products, services and communities.

3.1 What is design? What is design thinking?

3.2 Industrial design, experience design, sustainable and durable design.

3.3 What is meant by “non-trivial” or “wicked” problems.

3.5 The epistemographic dimension of "wicked" problems and solutions.

3.4 IDEO, participatory interaction design and the Three Spaces approach.

4. Examples of synergies between humanities education and design thinking.

4.1 Creative projects in English and Comparative Literary Studies.

4.2 Creative projects in Theatre Studies.

5. Experiments using design thinking in humanities education.

5.1 Design thinking based film making.

5.2 IDEO cards.

6. Conclusion: design thinking – an effective method for epistemographically-smart teaching and learning?

Robert O'Toole : 04 Apr 2011 02:33 |  Tags: Implementation |  Comments (0) |  Report a problem