Knowledge-carrying objects in learning situations
(2020) INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION- Abstract
- This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study
is based on a qualitative content analysis of a design project conducted in a science centre for children
aged 7-10 years, learning about polymers and circularity. The design project is based on research
through design and has been an iterative process where design experiments and observations were
intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’
object may play in learning situations, and whether an object can convey knowledge between learners
or between the object and the individual, without the presence of a facilitator. The study also aimed to
explore what... (More) - This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study
is based on a qualitative content analysis of a design project conducted in a science centre for children
aged 7-10 years, learning about polymers and circularity. The design project is based on research
through design and has been an iterative process where design experiments and observations were
intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’
object may play in learning situations, and whether an object can convey knowledge between learners
or between the object and the individual, without the presence of a facilitator. The study also aimed to
explore what type of properties or requirements can be claimed by such an object. Different types of
documentation from the design project has been analysed through a qualitative content analysis in a topdown process in order to explore and identify how the iterations of the objects changed the objects’
capacity to carry knowledge during the project’s time frame. The goal was to create an initial concept
of how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, the
understanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types of
mediating objects used by designers in design processes and using ‘knowledge-carrying’ objects as
pedagogical agents in design education. (Less) - Abstract (Swedish)
- ABSTRACT
This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study is based on a qualitative content analysis of a design project conducted in a science centre for children aged 7-10 years, learning about polymers and circularity. The design project is based on research through design and has been an iterative process where design experiments and observations were intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’ object may play in learning situations, and whether an object can convey knowledge between learners or between the object and the individual, without the presence of a facilitator. The study also aimed to explore what type of... (More) - ABSTRACT
This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study is based on a qualitative content analysis of a design project conducted in a science centre for children aged 7-10 years, learning about polymers and circularity. The design project is based on research through design and has been an iterative process where design experiments and observations were intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’ object may play in learning situations, and whether an object can convey knowledge between learners or between the object and the individual, without the presence of a facilitator. The study also aimed to explore what type of properties or requirements can be claimed by such an object. Different types of documentation from the design project has been analysed through a qualitative content analysis in a top-down process in order to explore and identify how the iterations of the objects changed the objects’ capacity to carry knowledge during the project’s time frame. The goal was to create an initial concept of how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, the understanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types of mediating objects used by designers in design processes and using ‘knowledge-carrying’ objects as pedagogical agents in design education.
(Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1c67248f-b46a-4aae-9397-125962bc2c19
- author
- Olander, Elin LU ; Asbjørn Sörensen, Charlotte LU ; Musa, Enes ; Andersson, Sara and Sterner, Marielle
- organization
- alternative title
- KNOWLEDGE-CARRYING OBJECTS IN LEARNING SITUATIONS
- publishing date
- 2020-09-10
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Research trough design, experiential learning, mediating objects, knowledge-carrying objects, playification
- host publication
- The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020)
- editor
- Buck, Lyndon ; Bohemia, Erik and Grierson, Hilary
- pages
- 6 pages
- publisher
- Design Society
- conference name
- INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION<br/>
- conference location
- HERNING, Denmark
- conference dates
- 2020-09-10 - 2020-09-11
- external identifiers
-
- scopus:85095460391
- ISBN
- 1912254107
- DOI
- 10.35199/EPDE.2020.75
- language
- English
- LU publication?
- yes
- id
- 1c67248f-b46a-4aae-9397-125962bc2c19
- date added to LUP
- 2020-09-25 09:59:22
- date last changed
- 2022-04-19 01:00:30
@inproceedings{1c67248f-b46a-4aae-9397-125962bc2c19, abstract = {{This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study<br/>is based on a qualitative content analysis of a design project conducted in a science centre for children<br/>aged 7-10 years, learning about polymers and circularity. The design project is based on research<br/>through design and has been an iterative process where design experiments and observations were<br/>intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’<br/>object may play in learning situations, and whether an object can convey knowledge between learners<br/>or between the object and the individual, without the presence of a facilitator. The study also aimed to<br/>explore what type of properties or requirements can be claimed by such an object. Different types of<br/>documentation from the design project has been analysed through a qualitative content analysis in a topdown process in order to explore and identify how the iterations of the objects changed the objects’<br/>capacity to carry knowledge during the project’s time frame. The goal was to create an initial concept<br/>of how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, the<br/>understanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types of<br/>mediating objects used by designers in design processes and using ‘knowledge-carrying’ objects as<br/>pedagogical agents in design education.}}, author = {{Olander, Elin and Asbjørn Sörensen, Charlotte and Musa, Enes and Andersson, Sara and Sterner, Marielle}}, booktitle = {{The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020)}}, editor = {{Buck, Lyndon and Bohemia, Erik and Grierson, Hilary}}, isbn = {{1912254107}}, keywords = {{Research trough design; experiential learning; mediating objects; knowledge-carrying objects; playification}}, language = {{eng}}, month = {{09}}, publisher = {{Design Society}}, title = {{Knowledge-carrying objects in learning situations}}, url = {{http://dx.doi.org/10.35199/EPDE.2020.75}}, doi = {{10.35199/EPDE.2020.75}}, year = {{2020}}, }