Designing for Learning

[It’s no longer just the content that matters; it’s now about the process. In this Edsurge article there are great examples from Arizona State University where designers have a new toolkit of technologies to better meet the needs of learners. Here in Pittsburgh through the Remake Learning Playbook we’re sharing similar success stories from K-12, higher education, and out-of-school programs.]


Dror Ben-Naim
Nov 7, 2015

Imagine you’re in Florence, standing in front of Michelangelo’s “David.” Now imagine you’re at the Louvre, looking at the “Mona Lisa.” The experience of engaging with these two famous pieces of art is very different—“David,” larger than life, demands to be seen at all angles, while the subtleties in the “Mona Lisa” require a closer, more stationary view to appreciate. While the subjects may be similar (a person) in both works, the media (sculpture, painting) are the primary driver of how an individual experiences the works.

The same is true in education. Previously, the “what” ( content) was both the main objective and the measure of learning. From an early age (parents asking “What did you learn in school today?”), the accumulation of facts is center stage, with the “how”—the medium—taking a back seat. However, the “how” of learning is incredibly important: it can impact if students understand a subject, how much information they retain, and their ability to extend their learning, drawing connections to other areas of academia or to the real world.

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