Design for Learning

This chapter explores design frameworks created for games and gamification as starting points for educational design. While this is most suitable for designing challenge based learning activities, the implications extend to any project. The Challenge Based Learning approach encourages changes to educational environment and approach, best done in an organised and principled way using design principles. A design approach is not an inherent element of Challenge Based Learning like the elements discussed in the last three chapters but rather a way of working that enables change and creativity. Change is often something best managed in a cooperative manner, facilitated by organisational support and procedures. All too often academic innovation and change is a solitary pursuit, restricted by traditional academic structures, especially at tertiary level, where work resembles a cottage industry more than a contemporary organisation. Teachers and academics are faced with increasing numbers of roles beyond what was once considered the core ‘teaching’ role. They are continually assigned new duties and are expected to be managers, life coaches, risk assessors, counsellors, tech support, and, more than anything else, administrators.