{"id":463,"date":"2019-12-04T04:38:18","date_gmt":"2019-12-04T04:38:18","guid":{"rendered":"https:\/\/talkingaboutdesign.com\/?p=463"},"modified":"2020-10-16T06:16:25","modified_gmt":"2020-10-16T13:16:25","slug":"five-perspectives-for-the-five-spaces-for-design-in-education","status":"publish","type":"post","link":"https:\/\/talkingaboutdesign.com\/five-perspectives-for-the-five-spaces-for-design-in-education\/","title":{"rendered":"Five Perspectives for the Five Spaces for Design in Education"},"content":{"rendered":"<p>We\u2019re making some changes around here. Say goodbye to \u201cThe Five Discourses of Design in Education\u201d and hello to \u201cThe <span class='tooltipsall tooltipsincontent classtoolTips0'><span class='tooltipsall tooltipsincontent classtoolTips0'>five spaces<\/span> for design<\/span> in Education.\u201d The change is a result of much discussion and exploration. Here\u2019s the scoop.<\/p>\n<h2>Why it was discourses<\/h2>\n<p>The initial development of our \u201cfive discourses\u201d framework was spurred by work Punya, Ben, and Melissa were doing with community design labs in local school districts. We struggled to describe the focus of our design work, and the five discourses gave us new language to talk about what we were doing.<\/p>\n<p>We saw (and still see) design as dialogic. It is about conversations:<\/p>\n<ul>\n<li>Between the designer and the design<\/li>\n<li>Between stakeholders<\/li>\n<\/ul>\n<p>Furthermore, we envisioned each area for design as a certain way of viewing and acting on the world. This brought up Jim Gee\u2019s big-D Discourses, which he describes as \u201cways of combining, integrating language, actions, interactions, ways of thinking, believing, valuing, and using various symbols, tools and objects to enact a particular sort of socially recognizable identity.\u201d<sup><a href=\"#src1\">1<\/a><\/sup><\/p>\n<h2>Why we changed it<\/h2>\n<p>As we have continued to use and share our framework, we\u2019ve found power in its actionability: by recognizing that <span class='tooltipsall tooltipsincontent classtoolTips2'>artifacts<\/span>, <span class='tooltipsall tooltipsincontent classtoolTips3'>processes<\/span>, <span class='tooltipsall tooltipsincontent classtoolTips1'>experiences<\/span>, <span class='tooltipsall tooltipsincontent classtoolTips5'>systems<\/span>, and cultures are designed, we open up possibilities for change. If they are designed, they can also be re-designed. Rather than emphasize existing design discourses, we want to highlight how we, as educators, can take action through design i.e. the \u201cspaces\u201d that design opens up for us to act. Thus, we are changing discourses to \u201cspaces,\u201d which we believe suggests something more open for interaction. We are also replacing \u201cof\u201d with \u201cfor\u201d in order to invite non-(professional)designers into our design spaces. In the same way &#8216;a space for play&#8217; can invite varied levels of players to DO play in the play-space, so too should &#8216;a space for design&#8217; invites varied levels of designers to DO design in the design space<\/p>\n<p>We still see design as dialogic and we still emphasize the need to talk about design. We will continue to discuss the knowledge, practices, judgment, elements, and tools that are unique to design disciplines&#8211;they help us identify how to become better designers in the design spaces. However, we are replacing \u201cdiscourses of\u201d with \u201cspaces for\u201d in order to highlight the action possibilities each space offers for designing change in education.<\/p>\n<h2>What do we mean by space?<\/h2>\n<p>Funny you should ask! At our last meeting, we explored how each of us has been conceptualizing what we mean by \u201cSpace.\u201d We used gestures to support thinking and communication. In other words, we used gestures FOR exploring spaces for design.<sup><a href=\"#src2\">2<\/a><\/sup> Check out the results.<\/p>\n<div style=\"width: 25%; padding: 10px 10px 0 0; float: left;\"><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-464 aligncenter\" src=\"https:\/\/talkingaboutdesign.com\/wp-content\/uploads\/2019\/12\/Amanda.gif\" alt=\"\" width=\"165\" height=\"309\" \/><\/div>\n<div style=\"width: 20%; padding: 0 10px 0 0; float: left;\">\n<p style=\"text-align: left;\"><b><span style=\"text-decoration: underline;\">Limits<\/span> <\/b><span style=\"font-weight: 400;\">(Amanda) Spaces represent a limit that we set ourselves in or that we see ourselves in.<\/span><\/p>\n<\/div>\n<div style=\"width: 25%; padding: 10px 10px 0 25px; float: left;\"><img decoding=\"async\" loading=\"lazy\" class=\"aligncenter wp-image-468 \" src=\"https:\/\/talkingaboutdesign.com\/wp-content\/uploads\/2019\/12\/Punya.gif\" alt=\"\" width=\"193\" height=\"277\" \/><\/div>\n<div style=\"width: 20%; padding: 0px 10px 0px 0px; float: left;\">\n<p style=\"text-align: left;\"><span style=\"text-decoration: underline;\"><b>Fuzzy Space<\/b><\/span><span style=\"font-weight: 400;\"> (Punya): Although we talk about the spaces as if they are distinct, they actually run into one another.<\/span><\/p>\n<\/div>\n<div style=\"clear: both;\"><\/div>\n<div style=\"width: 25%; padding: 10px 10px 0 0; float: left;\"><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-464 aligncenter\" src=\"https:\/\/talkingaboutdesign.com\/wp-content\/uploads\/2019\/12\/Luis.gif\" alt=\"\" width=\"186\" height=\"307\" \/><\/div>\n<div style=\"width: 20%; padding: 10px 10px 0 0; float: left;\"><span style=\"text-decoration: underline;\"><strong><span style=\"font-size: xx-large;\">Space&gt;<\/span><span style=\"font-size: x-large;\">Space<\/span>&gt;<\/strong><b>Space<\/b><\/span><span style=\"font-weight: 400;\"> (Luis): Spaces are nested within and connected to other spaces; where one more or less ends, another more or less begins.<\/span><\/div>\n<div style=\"width: 25%; padding: 10px 10px 0 25px; float: left;\"><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-469  aligncenter\" src=\"https:\/\/talkingaboutdesign.com\/wp-content\/uploads\/2019\/12\/Steven.gif\" alt=\"An animation of a uneven landscape\" width=\"203\" height=\"298\" \/><img decoding=\"async\" loading=\"lazy\" class=\"aligncenter wp-image-468 \" src=\"https:\/\/talkingaboutdesign.com\/wp-content\/uploads\/2019\/12\/Steven.gif&quot;\" alt=\"\" width=\"206\" height=\"303\" \/><\/div>\n<div style=\"width: 20%; padding: 10px 10px 0px 0px; float: left;\">\n<p style=\"text-align: left;\"><span style=\"text-decoration: underline;\"><strong>Landscapes<\/strong><\/span><span style=\"font-weight: 400;\"> (Steven): Just as different kinds of maps (e.g. political, traffic, topographic, etc.) highlight different features of a geographic area, each of the five spaces draws out different characteristics of a designed object.\u00a0<\/span><\/p>\n<\/div>\n<div style=\"clear: both;\"><\/div>\n<div style=\"clear: both;\"><\/div>\n<div style=\"width: 25%; padding: 10px; 10px; 0px; 0px; float: left;\"><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-464 aligncenter\" src=\"https:\/\/talkingaboutdesign.com\/wp-content\/uploads\/2019\/12\/Melissa.gif\" alt=\"\" width=\"185\" height=\"318\" \/><\/div>\n<div style=\"width: 20%; padding: 10px 10px 0px 0px; float: left;\">\n<p style=\"text-align: left;\"><span style=\"text-decoration: underline;\"><b>Molding and Rotating a Sphere<\/b><\/span><span style=\"font-weight: 400;\"> (Melissa): The spaces are something we have created to help us see design and education in a certain way. We can turn them around and mix them up to change our perspective and action possibilities.<\/span><\/p>\n<\/div>\n<div style=\"width: 45%; padding: 20px; 10px; 0px; 10px; float: right;\"><\/div>\n<div style=\"clear: both;\"><\/div>\n<p>In summary, the five spaces are (limited) areas for focusing design work and re-imagining problems and solutions. Each space provides a type of (fuzzy) frame that allows us to see educational contexts from different perspectives. And new perspectives support new ways of acting and being.<\/p>\n<div class=\"citation\">\n<p><a name=\"src1\"><\/a><sup>1<\/sup> Gee, J. P. (2011). <em>Introduction to discourse analysis: Theory and method<\/em> (3rd ed.). London and New York: Routledge. p. 201<\/p>\n<p><a name=\"src2\"><\/a><sup>2 <\/sup>We were inspired by Liz Lerman&#8217;s Atlas for Creative Tools. Learn more <a href=\"https:\/\/lizlerman.com\/atlas-of-creative-tools\/\">here<\/a>!<\/p>\n<\/div>\n<script type=\"text\/javascript\"> toolTips('.classtoolTips0','Framework that describes design in education occurring across five spaces: artifacts, processes, experiences, systems, and <span class='tooltipsall tooltipsincontent classtoolTips4'>Culture<\/span>. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips0','Framework that describes design in education occurring across five spaces: artifacts, processes, experiences, systems, and culture. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips0','Framework that describes design in education occurring across five spaces: artifacts, processes, experiences, systems, and culture. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips1','A piece of time with associated sights, sounds, feelings, and thoughts. Examples include graduation, the first day of school, field trips. Read more.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips1','A piece of time with associated sights, sounds, feelings, and thoughts. Examples include graduation, the first day of school, field trips. Read more.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips2','Stable objects that can be perceived through the senses. Examples include curricular materials, tools, software, manipulatives, videos. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Learn more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips2','Stable objects that can be perceived through the senses. Examples include curricular materials, tools, software, manipulatives, videos. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Learn more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips3','A procedure or directions that can be used outside of the context within which it was created to achieve a goal. Includes lesson plans, schedules, hiring procedures. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips3','A procedure or directions that can be used outside of the context within which it was created to achieve a goal. Includes lesson plans, schedules, hiring procedures. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips4','A pattern of shared basic assumptions that allows groups to perceive and interpret the world in similar ways, develop and communicate meaning, and transmit values to new group members. In education, examples include classroom culture, school culture, etc. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips5','An organized and purposeful structure of interrelated and interdependent elements. Examples include financial systems and accreditation. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script><script type=\"text\/javascript\"> toolTips('.classtoolTips5','An organized and purposeful structure of interrelated and interdependent elements. Examples include financial systems and accreditation. <a href=\"https:\/\/talkingaboutdesign.com\/the-five-spaces\/\">Read more<\/a>.'); <\/script>","protected":false},"excerpt":{"rendered":"<p>Design is about action, and we are exploring some ways to make our framework more actionable. Check out five embodied representations for understanding our core framework, now The Five SPACES FOR Design in Education.<\/p>\n","protected":false},"author":3,"featured_media":543,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15,14,13],"tags":[],"coauthors":[18],"_links":{"self":[{"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/posts\/463"}],"collection":[{"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/comments?post=463"}],"version-history":[{"count":0,"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/posts\/463\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/media\/543"}],"wp:attachment":[{"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/media?parent=463"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/categories?post=463"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/tags?post=463"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/talkingaboutdesign.com\/wp-json\/wp\/v2\/coauthors?post=463"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}