Being Doing
CHAPTER 7. DERIVING OF DESIGN PRINCPLE
The purpose of phase 1 is to formulate the design principles based on both theory work and desk research as well as qualitative data collecting. By observing, describing, explaining and understanding the issues that characterise the existing practice it is possible to derive design principles based on the theoretical perspectives, which can act as an engine for the upcoming design process in the next phase.
By constantly translating and forming design principles based on different theoretical perspectives, it is possible to find relationships and patterns that can be combined in design schemas. The collection of design principles thus has the nature of being a form of data mining. Words or concepts from the previous chapter highlighted in Orange form the number of design principles that, through a condensed process, contributes to the development of design schemas. The accumulated list of design principles from each desk research is presented and summarised below. Next, it is visualised through pictures of the process of how a continuous condensation has contributed to reducing the many found design principles to 36.
7.1. DESIGN PRINCIPLE FOR PRACTICE THEORY
Based on both the desk research on Reflective Practice-based Learning and the result of the pre-study, the following schema presents the derived design principles for Practice Theory as a contribution to phase 2. The criterion for selecting these design principles is their theoretical potential to inform the development of new educational designs and prototypes in phase 2.
Disrupt Proceed and depends Personal trajectory Curiosity Condition of
contingent
Tolerance of
ambivalence Broken space-time path Far-reaching imagination Judgment Disturbed experiences Immutable endpoint Free space Teleoaffective
structures
An open manifold of doings and sayings
Complex learning trajectory
Series of interconnec-ted situations
Situated Material arrangement Episodic Organic circles
Normativity Concomitant learning Consequence Intelligent actions
Decode Emotions Multiple angles Looping process
Readiness Space-time Sequential learning Multiple practices
Emotional tension Transformations Inquiry Transaction
Exploration Changes Evaporating Experience
Operationalise Experimentation Quality of progress. Normative beliefs Bundles Coming to know Breaks or rest periods Aesthetic judgments
Different possible paths The power of reflection Mechanical
intersections Complex learning paths
Intentional actions Habits Open-ended Acquaintance
Self-understanding The way things matter Character traits Transactive related
Dialectical Anti-dualism
7.2. DESIGN PRINCIPLE FOR GAME-BASED LEARNING
Based on the desk research on Game-Based Learning, the following schema presents the derived design principles for Game-Based Learning as a contribution to phase 2.
The criterion for selecting these design principles is their theoretical potential to inform the development of new educational designs and prototypes in phase 2.
Multiple remediating artefacts
Process-oriented trajectory
Scaffolded learning
process Dungeons and missions
Playful activities Gameplay Learning rhythms Planned script
Voluntarily Quest structure Debriefing Interactivity
Make-believe, Strategic open-ended Goals and strategies Sub-stories
Choices Way-finding Fun-failure Aesthetic experience
Figure 23 – The derived design principles for Practice Theory as a contribution to phase 2
7.3. DESIGN PRINCIPLE FOR WORLD OF WARCRAFT
Based on the desk research of World of Warcraft, the following schema presents the derived design principles for World of Warcraft as a contribution to phase 2. The criterion for selecting these design principles is their theoretical potential to inform the development of new educational designs and prototypes in phase 2.
Developing tactics or strategy
Internal design grammar
Mediated sociocultural collaboration
Sequences of semiotic domains Mission and dungeons Aesthetic experience Locating Design space
Levelling up Time-consuming Roleplay Quests
Achievements systems Crafting activities Seeking and offering help
External design grammar
Telescoping Breaks or oases Ghost state Game over
Wiping Sense-making Finding facts Cognitive scaffolding
Built-in problem Negotiating meanings Reward system Farming activities
Concept of progression Predetermined and pro-grammed activities
Metacognitive scaffolding
Motivational scaffolding Realistic scenarios Multimodal resources Trial and error Pattern of quests Figure 24 - The derived design principles for Game-Based Learning as a contribution to phase 2.
Figure 25 - The derived design principles for World of Warcraft as a contribution to phase 2.
Rules Progress Narrative Designed experiences
“Magic circle.” Challenge-based
reward Non-linear progression designed experiences Artificial conflict Overcoming obstacles Shared understanding
7.4. THE CONDENSED DESIGN PRINCIPLES
Through the introductory theory work and the pre-study, 132 design principles are thus derived. These have been reduced to 36 core design principles through a condensation process. One way of doing this has been to “live” with the design principles written on physical post-it notes placed on the wall for a period. Figures 26 and 27 illustrate how the design principles have been both visible and accessible, which makes it possible to continue adding new principles, create new connections across topics and discover interesting patterns. Here, in particular, sketching has served as the primary tool where very early and simple design schemas have helped to create an overview. The process of sketching has been iterative and it is therefore difficult to say exactly when the condensation of the design principles starts to be more about developing design schemas. Therefore, there is a fluid transition between phase 1 and 2. The specific development of the subsequent design schemas is further described in the next Section.
Figure 26 - Design principles from Practice Theory are being grouped and combined with the design principles from game theory.
Figure 27 - The design principles for World of Warcraft are added to the process, and sketching is used to find shared connections, patterns and understandings.
Figure 28 – The condensation and analysis of the design principles are starting to reveal the core and most interesting design principles.
Figure 29 – The picture is showing how the core and most interesting design principles are marked with a circle.
The table below (see Figure 30) summarises all the design principles from the desk research and pre-study in the previous phase that through the iterative process described above have been selected. These design principles, through the development of design schemas, will form the foundation for the development of the PhD project’s educational design, which is tested in phase 3.
The table does not represent a visualisation of a horizontal relationship between the individual design principles and the columns. This connection is first created through the design process when the design principles are coupled by drawing up the design schemas.
Figure 30 - A comprehensive scheme of all the condensate design principles from phase 1.
Pre-study Practice Theory World of Warcraft Game Theory