Substansive Post #2

evelynschoahs

The design process is a method that helps with problem-solving when creating. It consists of four stages:

  1. Understand – Figuring out the problem through asking questions and doing research is the first step 
  2. Plan – Coming up with ideas and figuring out how you want to approach the topic
  3. Try – Put the plan into action by developing, testing, or modeling concepts, then making adjustments in response to feedback.
  4. Reflect – Evaluate what went well, what didn’t, and how to do better the next time.

To progress through these phases, designers use both divergent thinking, which involves exploring ideas broadly, and convergent thinking, which involves focusing on and sharpening ideas. Design is not a linear process; each stage provides fresh perspectives that could change past choices. Regular iteration reduces the cost of last-minute adjustments and enhances the final design, which is why, in EDCI 337, we go through all these steps when completing a project. By beginning with the intended result or learning objectives and then creating evaluations and activities to meet those objectives, Backward Design changes the traditional planning approach. This guarantees that learning experiences are meaningful and in line with goals. Numerous design models emphasize the phases of creation that we can put to use. Such as the Double Diamond, IDEO’s Design Thinking, Liberatory Design, and ADDIE. The best creators use bits and pieces of all these designs when making something

Reflection Questions

  1. How could seeing your teaching materials as prototypes (rather than finished products) help you connect your learning goals more clearly to creative ideas and ongoing improvements?
    • Seeing learning tools as prototypes allows for trial and error and ongoing development. It helps me to decide whether exercises actually help learning objectives and make necessary adjustments in response to student input. This way of thinking encourages adaptability and creativity rather than perfectionism, helping in the growth of materials as learning also grows.
  2. What small, simple way could you build more opportunities for feedback and revision into your teaching materials?
    • After classes, I may include brief feedback questions. This would enable students to share what they found confusing or effective, providing me with information to make changes. Using discussion posts like we do in this class could be very useful!
  3. If you gave yourself permission to make five wildly different versions of a learning activity, what might that open up for you?
    • It would create more inclusive and innovative opportunities. I could discover easier and more efficient techniques, learn alternative technology, or learn new ways to engage diverse learning styles. Using several steps promotes creativity and lessens the fear of failure, resulting in designs that are stronger and  interesting