Design differs from Research and Experiential Learning

How does design differ from research and experiential learning?

        The role of educational design is paramount in establishing a structured framework for fostering innovation. At its core, design entails crafting meaningful human interactions that facilitate and expedite the process of learning through experiential engagement (Henning, Unpublished). A well-executed design possesses the capacity to profoundly motivate and influence human behavior and cognition, thus shaping the very essence of learning. By meticulously crafting educational experiences, designers can create environments that inspire curiosity, ignite passion, and drive deep engagement, ultimately propelling individuals towards transformative learning outcomes. Through intentional design, the educational landscape can be enriched, enabling learners to unlock their full potential and embark on a journey of lifelong growth and development. Research and experimental learning differ from design on a few aspects. On the other hand, there is research through learning and experiential learning.

        Research and design represent distinct approaches in the realm of education. The effectiveness and value of research lie in its successful implementation, demonstrated through the practical application of research findings. This implementation, in turn, relies partially on the experiential learning that takes place when applying research outcomes in new and diverse contexts. If the application of research findings within specific contexts fails to yield anticipated results, then the research itself loses its utility and practicality. “Design differs from research because it is concerned with what should exist, rather than what already exists” (Henning, Unpublished).

        Moreover, experiential learning plays a crucial role during the implementation phase as new designs create optimal conditions for immersive and hands-on learning experiences. “Through experiential learning, an initial design can quickly evolve through adjustments in practice” (Henning, Unpublished). In this approach, educators purposefully engage with students in direct experiences and guided reflections, with the aim of fostering knowledge acquisition, skill development, and the clarification of values (Chapman et al., 1992). By actively involving students in practical applications of concepts and providing opportunities for reflection, experiential learning deepens their understanding, enhances their skill sets, and cultivates their personal growth within the educational landscape.

        Design, as a deliberate endeavor, aims to structure and optimize processes to enhance performance and achieve desired outcomes. Unlike the relatively well-defined nature of the research process, the emergence of new designs can often take unpredictable paths, with implicit thoughts and unanticipated steps playing significant roles, which may only become explicitly recognized in hindsight (Henning, Unpublished). These unexpected and innovative elements contribute to the dynamic nature of design, allowing for creative breakthroughs and unique problem-solving approaches that may defy conventional expectations. As such, design embraces the complexity of problem-solving, embracing the potential for novel solutions to emerge through a blend of conscious intention and serendipitous discovery (Henning, Unpublished).

What distinguishes design in education?

        “Design provides the means to create more ideal contexts and processes for learning. It focuses on the creation of new experience” (Henning, Unpublished).  The process of acquiring experience plays a vital role in enabling the application of design thinking. Experience serves as a catalyst for establishing new connections, deepening understanding of existing relationships, and fostering innovative combinations through creative reconfiguration. As a result, experience holds significant importance for designers for three key reasons: Firstly, accumulating more experience provides a solid groundwork for generating imaginative designs. Secondly, experience is essential for the acquisition of knowledge and skills, as learning often requires firsthand engagement and practical exposure. Lastly, the successful implementation of novel designs heavily relies on the insights gained through past experiences, as they inform decision-making and shape the overall design process (Henning, Unpublished). Therefore, the acquisition of experience is paramount for designers, as it underpins creative design, facilitates learning, and serves as a crucial resource for effective design implementation. 

How can we cultivate our ability to create new designs?

        The process of creating new designs becomes straightforward when driven by the motivation to develop innovative and effective solutions. A new design is built upon a foundation of existing knowledge derived from practical experience and thorough research (Henning, Unpublished). Accumulating a substantial amount of experience serves as a valuable asset for designers, enabling them to draw upon insights and lessons learned from previous endeavors. Notably, the field of design is characterized by its ability to evolve rapidly, with initial designs swiftly adapting and transforming through experiential learning and practical adjustments. These adjustments offer a valuable opportunity to observe how specific design principles manifest in real-world practice (Henning, Unpublished). Additionally, the initiation of pilot projects allows for further refinement and experimentation with the inclusion and interaction of different design principles, enhancing the overall design process.

How could an increased emphasis on design and its principles improve experiential learning opportunities?

        “Design, practice, and research exist in an interdependent relationship that enables them to complement each other to greater effect than any one of them used in isolation” (Henning, Unpublished). The heightened focus on design and its principles presents a valuable avenue for enhancing experiential learning opportunities. Historically, experience has received limited attention in educational theory, while the potential of design has remained underutilized. To address this gap, it is essential to prioritize the integration of design principles in educational settings. Emphasizing the identification and fulfillment of educational needs through the creation of new learning opportunities should be at the forefront of this endeavor. A promising starting point involves the following steps (Henning, Unpublished):

• Gain a comprehensive understanding of the specific context in which the design will be implemented.
• Define the knowledge or problem that requires attention or resolution.
• Identify the key principles, relationships, or variables that necessitate further exploration.
• Collect relevant and appropriate data to inform the design process.
• Conduct a thorough analysis to gain a nuanced understanding of the intricate relationships and dynamics involved.

By adhering to these steps, educators and designers can foster an environment that maximizes the potential for effective design implementation and the subsequent enhancement of experiential learning opportunities.

        The existing lack of recognition regarding the significance of design and experiential learning in the process of knowledge discovery and creation promotes stagnant, conventional design approaches, often resulting in an insufficient appreciation of the role of experiential learning in knowledge formation. In such circumstances, research efforts may primarily focus on investigating designs and practices that fail to effectively meet the diverse needs of learners. This limited perspective hampers the exploration of innovative and transformative educational experiences that can foster meaningful knowledge creation. To address this, it is crucial to embrace the value of design and experiential learning, acknowledging their pivotal roles in expanding educational horizons and driving the generation of new knowledge that resonates with the multifaceted needs and aspirations of learners.

References:

Chapman, S., McPhee, P., & Proudman, B. (1992). What is Experiential Education? Journal of Experiential Education, 15(2), 16–23. https://doi.org/10.1177/105382599201500203

Henning, J. E. (Unpublished). Design and Development in Education.