Design Studies & Designerly Ways

Media, Technology, and Design-Based Research: Designerly Ways, Means, and Ends for Maker Culture

DRAFT

Edited by Stephen Petrina, Paula MacDowell & Yifei Wang
University of British Columbia

This Special Issue is the product of a longitudinal study, now ten years in, of design and engineering cognition broadly (Petrina, 2010), and more narrowly how novices learn to design and make media and technology (DM&T) (Petrina, Feng & Kim, 2008) (Figure 1). The research, design, and development (RD&D) team consists of professionals from a range of disciplines specializing in design-based research (DBR), Video DBR (VDBR), design innovation (DI), curriculum design (CD), and instructional design (ID). We are professional designers (i.e., DBR, DI, ID) collaborating on the research problem of How We Learn Media and Technology across the lifespan (HWL) and the problem of designing and developing advanced learning technologies (ALTs), educational technology (ET), and curriculum. Our core disciplines include design and technology education (D&T), information and communications technology education (IT, ICT), media education (ME), and combinations of science, technology, engineering, and mathematics (STEM), such as STEM plus arts, environmental, design, and media education (STEAM, STEEM, STEAMD, STEEMD, STEMM). Likewise, we are researchers committed to addressing key problems within design studies (DS), innovation studies (IS), media studies (MS), and science and technology studies (STS). We are as committed to, or interested in, “design-based learning” (DBL) as what we call “learning-centered design” (LcD) (Gorb, 1980, p. 153; Soloway, Guzdial & Hay, 1994). However much our interests focus on DM&T, we are wary of the designification of learning. HWL lab has received support from a number of funding agencies and long-term support from the University of British Columbia (UBC) and has sponsored a series of graduate research theses and dissertations. A cross-section is reported within this Special Issue.

Introduction to the Special Issue

• Media, Technology, and Design-Based Research: Designerly Ways, Means, and Ends for Maker Culture (Stephen Petrina, Paula MacDowell & Yifei Wang)

Feature Articles

• The Designification of Learning (Stephen Petrina, Kess Chris-Iwuru, Lesley Liu, Paula MacDowell, Stella Namae & Yifei Wang)
• Designing Immersive Language Learning Environments in Virtual Worlds (Yifei Wang, Stephen Petrina & Franc Feng)
• Girls Designing Games, Media, Robots, Selves and Culture (Paula MacDowell & Stephen Petrina)
• Designing Educational Games for Modeling Adaptive Emotional Agents: Heroes of Math Island (Mirela Gutica & Stephen Petrina)
• Emotional Design: Perspectives of Designers (Mirela Gutica & Stephen Petrina)

Maker Methodologies

• Arts & Crafts-Based Research: Maker Methodology I (Stephen Petrina, Franc Feng, Paula MacDowell, Jennifer Peterson, TBA)
• Design-Based Research: Maker Methodology II (Stephen Petrina, Paula MacDowell & Yifei Wang)

Brief Articles

• Design::Make::Play: Evocative and Disclosive Power (Paula MacDowell, Stephen Petrina & Yifei Wang)
• Teen Designs on Gaming in the Classroom (Peter Halim & Stephen Petrina)
• Learning by Design: Youth Building and Programming Robots (Fareed Teja & Stephen Petrina)
• Life with Aibo: On Robots (Lauren Hall & Stephen Petrina)
• Concerns for the Good Life: Designing Practices and Things (Yu-Ling Lee & Stephen Petrina)
• Demystifying Black Boxes: Design, Power and Technological Concern (Stephen Petrina & Richard Helem)
• Still Life with Spoon: Disclosing and Dimensioning Technology (Franc Feng & Stephen Petrina)
• Design & Engineering Cognition, Ethical Know-How and Law: Video Design-Based Research and Cyberbullying (Stephen Petrina, Kess Chris-Iwuru, Lesley Liu & Yifei Wang)
• TBA