Design challenge based learning (DCBL) and sustainable pedagogical practice

s on Human Factors in Computing Systems. CHI ‘07. New York: ACM, 2007. university environment at scale, with structure, and with rigor. The notion of studio culture and learning in interaction design has been a matter of interest in HCI [1]. After much experimentation, beginning last fall I was finally able to translate my concerns into a pedagogical paradigm that appears to work well and has evolved from my practice and thinking as much or more than it has evolved from specific scholarship about teaching and learning. To be complete, I would call this paradigm collaborative competitive challenge based studio learning (C3SL). The term “design challenge based learning” (DCBL), however, is shorter and—though perhaps less precise—may serve better. Plus, DCBL calls to mind “decibel.” Let’s regard C3SL and DCBL as synonyms. There are many other “X”-based learning paradigms, primarily in the K-12 constructivist education literature, including problem-based learning, proje...

• Type: Journal
• Year: 2010
• Where: INTERACTIONS
• Authors: Eli Blevis
• Keywords: Design, INTERACTIONS 2010, K-12 Constructivist Education, Paradigms