SNaP!

Re-using, Sharing and Communicating Designs and Design Knowledge Using Scenarios, Narratives and Patterns

Authored by: Yishay Mor

Handbook of Design in Educational Technology

Print publication date:  July  2013
Online publication date:  June  2013

Print ISBN: 9780415807340
eBook ISBN: 9780203075227
Adobe ISBN: 9781135118969

10.4324/9780203075227.ch17

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Abstract

In order to enable a culture of critical, informed and reflective design practice we need a linguistic framework for communicating design knowledge: the knowledge of the characteristic features of a domain of practice, the challenges which inhabit it, and the established methods of resolving them. Such an infrastructure must ‘serve two masters’; on one hand, it should adhere to the requirements of scientific rigour, ensuring that the proposed conditions and challenges are genuine and the solutions effective. On the other hand, it should maintain pragmatic adequacy, ensuring that the insights it encapsulates are readily available for practitioners to implement in real-world situations. Several representations have been proposed to this effect: design narratives (Barab, Baek, Schatz, Scheckler & Moore, 2008; Bell, Hoadley & Linn, 2004; Hoadley, 2002; Linn & Hsi, 2000; Mor, 2011), design principles (Kali, 2006, 2008; Linn, Bell, & Davis, 2004; Merrill, 2002; Quintana et al., 2004; van den Akker, 1999), and design patterns (Derntl & Motschnig-Pitrik, 2005; Goodyear, 2005; Mor & Winters, 2007; Retalis, Georgiakakis & Dimitriadis, 2006), to name a few. The aim of this chapter is to characterise two of these forms—design narratives and design patterns—and propose a third form, design scenarios, and suggest how these could be embedded in a cycle of reflective learning design.

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