How might design research methods be used as learning tools for non-designers?
Designers have many methods and tools that help us organize information, generate ideas, weigh solutions and find alternatives when something is not working well. Eventually, these can be perceived as tools we use to help us learn. It leads me to hypothesize that these methods designers use are really valuable and can be applied more broadly to other disciplines to help a student move through a learning cycle. This project is part of my thesis research which investigates the design of tools and methods that support students in persevering through educational setbacks and taking risks.
For me to make a connection between research methods and their potential effects on learning, I first looked into learning frameworks that can be used to ground my research and help me understand what learning activities should happen during a learning cycle. The 4MAT framework occurs to be a great foundation to build on because it holistically depicts a natural learning cycle that is essential for effective learning.
What is a 4MAT framework?
4MAT was first developed by Dr. Bernice McCarthy based on a number of well-developed psychology and learning theories. It describes a process of how one learns by first perceiving and processing the new information to using and integrating the knowledge into one’s own life. McCarthy also emphasizes the importance of using both left and right brain throughout the learning cycle to achieve a greater depth of understanding.
Based on McCarthy’s book About Learning and using 4MAT as a foundation, I created a diagram that highlights the ideal learning outcomes for each quadrant.
Which design methods may help achieve the outcome?
After identifying the ideal learning outcomes (connect, attend, imagine, inform, apply, practice, extend, refine, and perform) for each quadrant, I did an audit on Bruce Hanington’s Universal Methods of Design to identify which methods can be generalized and used to help the non-design learners achieve the outcomes stated earlier.
Some of the design methods can be applied to multiple categories. For example, concept mapping is a great tool for students to connect old knowledge to the new. At the same time, instructors can use concept mapping to demonstrate how they organize the knowledge they are teaching to help students build effective ways of organizing the information they learn.
Reading about the design methods made me realize that some methods inherently help normalize mistakes and encourage risk taking. For example with the method parallel prototyping, a designer generates multiple design solutions simultaneously instead of locking in on one idea. It also helps shift the focus from the designer onto the design because when multiple solutions are put together, the designer is less likely to defend one particular idea. Rather, the designer will be looking at the big picture and willing to receive constructive criticism. This method can be generalized to other disciplines and help encourage students to experiment and open to results. Imagine in a writing class, students are told to come up with three rough versions of writing a theme. Instructors give criticism to all three versions, students can then combine the best parts of each version into their subsequent versions.
Design opportunities
Building on top of the investigation, I started to imagine ways that a non-design student/instructor can use the methods. One possibility is a learner’s toolkit, in which are the method cards. Below is an exploration of what the card looks like and its content.
A use scenario can be that a student/instructor first assesses where the student gets stuck, then they identify which methods can help address the obstacle and apply the methods.
Validation of the categorization
To validate how designers would categorize these methods in relation to their learning outcomes, I created a set of testing material for closed card sort.
Test participants are asked to place the methods cards under the categories they find fit. Same method cards can be put under multiple categories. Each method card contains information that explains the design method, shows an example of the method, and asks the participant to evaluate certain attributes of the method.
More tests are needed to identify the pattern of how designers categorize these methods. One problem I observed from the early test was that the participant had a tendency to imagine how he would use a method instead of reflecting on how he used it in the past. After noticing this problem, I changed the instruction to “based on your experience in the past, place the method cards under the learning outcome(s) they helped you achieve.”
Next steps
- Validate the categorization with more designers
- Expand the method list. Now the methods are design specific, I will be looking at methods that are not necessarily relating to design. For example, in Edward de Bono’s book Lateral Thinking, he introduces many techniques that encourage explorations.
- Brainstorm on how these methods can be more effectively integrated to students learning.
Designing for users has many commonalities with designing for learners. In either case, a designer needs to find an effective way to communicate the message/knowledge that allows retainment and application. With further learning and investigation, I hope to design tools and methods that can help learners persevere through educational setbacks and achieve continuous growth in their learning experience.
