TY - JOUR
T1 - Fostering System-Level Perspective Taking when Designing for Change in Educational Systems
AU - Weiner, Steven
AU - Warr, Melissa
AU - Mishra, Punya
N1 - Publisher Copyright:
© 2020, Association for Educational Communications & Technology.
PY - 2020/9/1
Y1 - 2020/9/1
N2 - A core element of systems thinking is perspective taking. Perspectives help people distinguish between salient and irrelevant information, take particular types of actions, and make sense of the world. In this article, we consider what systems thinking and perspective taking means for designers in education. First, we present a framework, the five spaces for design in education, to illustrate design work in education. The framework presents five spaces for design: artifacts, processes, experiences, systems, and culture. We claim that most—if not all—educators participate in design work; however, the design spaces they work in vary. Consequently, educational designers often fail to consider the perspectives of those working in different spaces, resulting in failed reform efforts. We illustrate this concept through the technology integration attempts of the Los Angeles Unified School District. We argue more effective design in education occurs when designers both recognize their own design perspective and are aware of other perspectives.
AB - A core element of systems thinking is perspective taking. Perspectives help people distinguish between salient and irrelevant information, take particular types of actions, and make sense of the world. In this article, we consider what systems thinking and perspective taking means for designers in education. First, we present a framework, the five spaces for design in education, to illustrate design work in education. The framework presents five spaces for design: artifacts, processes, experiences, systems, and culture. We claim that most—if not all—educators participate in design work; however, the design spaces they work in vary. Consequently, educational designers often fail to consider the perspectives of those working in different spaces, resulting in failed reform efforts. We illustrate this concept through the technology integration attempts of the Los Angeles Unified School District. We argue more effective design in education occurs when designers both recognize their own design perspective and are aware of other perspectives.
KW - Complex social systems
KW - Design theory
KW - Perspective-taking
KW - Systems thinking
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U2 - 10.1007/s11528-020-00529-w
DO - 10.1007/s11528-020-00529-w
M3 - Article
AN - SCOPUS:85088813694
SN - 8756-3894
VL - 64
SP - 779
EP - 788
JO - TechTrends
JF - TechTrends
IS - 5
ER -