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Knowledge-carrying objects in learning situations

Olander, Elin LU ; Asbjørn Sörensen, Charlotte LU ; Musa, Enes ; Andersson, Sara and Sterner, Marielle (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)
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author
; ; ; and
organization
alternative title
KNOWLEDGE-CARRYING OBJECTS IN LEARNING SITUATIONS
publishing date
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}},
}