Abstract:
Human-centered design is based on the philosophy that developing useful products, services, environments, organizations, and modes of interaction begins by learning from the people for which the solution is being designed. The implementation of human-centered design is based on the adoption of a number of mindsets, focused on the practice of resilience, creative confidence, empathy, the acceptance of ambiguity, optimism and a willingness to iterate.
Human-centered design requires critical and creative thinking. It is also underpinned by empathy. The work of practitioners is based on the contexts, emotions and needs of their stakeholders through the building of a respectful understanding of their position. This connection to the ACARA General Capabilities suggests that the thinking “tools” offered by this design paradigm may be of particular value to the development of educational activities for students. As a design practice, human-centered design offers a particular perspective to the design of educational “products” such as curricula and assessments. Adopting the viewpoint of the beneficiaries of these products is potentially disruptive to established notions of expertise.
In relation to the design of systems that are human-centered by definition, this design philosophy may provide insights to address persistent systemic challenges. Such challenges include the development of teacher support systems and professional networks, as well as the communication of organizational policies and practices.
The characteristics of human-centered design present a potential divergence from certain types of research practice. Following the cycles of inspiration, ideation and implementation, the role and authority of the research practitioner is blurred with that of the stakeholder. Experience suggests that practitioners in a range of domains are likely to be open to research findings to inform their practice only if the researchers or the communicators of research, understand their specific context and working conditions. The ability for human-centered design to address this issue may provide a potential bridge between research and practice. Furthermore, it could be argued that this design philosophy has connections to theories of situated learning and activity theory, providing a foundational theoretical framework.
This paper discusses the potential that human-centered design has for educational practice, research and communication systems that foster communities of practice.
Human-centered design requires critical and creative thinking. It is also underpinned by empathy. The work of practitioners is based on the contexts, emotions and needs of their stakeholders through the building of a respectful understanding of their position. This connection to the ACARA General Capabilities suggests that the thinking “tools” offered by this design paradigm may be of particular value to the development of educational activities for students. As a design practice, human-centered design offers a particular perspective to the design of educational “products” such as curricula and assessments. Adopting the viewpoint of the beneficiaries of these products is potentially disruptive to established notions of expertise.
In relation to the design of systems that are human-centered by definition, this design philosophy may provide insights to address persistent systemic challenges. Such challenges include the development of teacher support systems and professional networks, as well as the communication of organizational policies and practices.
The characteristics of human-centered design present a potential divergence from certain types of research practice. Following the cycles of inspiration, ideation and implementation, the role and authority of the research practitioner is blurred with that of the stakeholder. Experience suggests that practitioners in a range of domains are likely to be open to research findings to inform their practice only if the researchers or the communicators of research, understand their specific context and working conditions. The ability for human-centered design to address this issue may provide a potential bridge between research and practice. Furthermore, it could be argued that this design philosophy has connections to theories of situated learning and activity theory, providing a foundational theoretical framework.
This paper discusses the potential that human-centered design has for educational practice, research and communication systems that foster communities of practice.