Education, Technology and Design: A Much Needed Interdisciplinary Collaboration

Abstract

In this chapter we defend and underpin our claim that, to improve and innovate educa- tion, a novel conception of the role of design in education is needed. What this conception is we will elaborate on, specifically on how it affects design in education as it is customari- ly practiced. We will apply this conception in the context of technology-enhanced learning (TEL). Because of its potential to have an impact on education, TEL more than any other form of learning demands consciously devised learning designs. Thus, our proposal ad- dresses both the design of learning, in particular learning activities, and the design of edu- cational technology. We focus on human-centred design (HCD), a problem-solving frame- work underpinned by user involvement in all stages of the process. HCD provides profes- sional designers with a mindset and a toolbox that includes both process and methods. It is multidisciplinary by default and also practice-oriented, context-aware, empathetic and in- cremental. As such it naturally fits many of educators’ everyday realities. Leveraging hu- man-centred design theories and practices will greatly benefit educational design and give it the push it has been missing, we argue. Our proposal focuses on how HCD can enhance and facilitate technology-enhanced learning by 1) focussing on the design of learning activ- ities, 2) involving all its actors in a timely and meaningful way; and 3) affecting its micro, meso and macro levels.