{"id":7309,"date":"2020-02-24T10:49:48","date_gmt":"2020-02-24T17:49:48","guid":{"rendered":"https:\/\/punyamishra.com\/?p=7309"},"modified":"2023-12-03T12:22:04","modified_gmt":"2023-12-03T19:22:04","slug":"principled-innovation-meets-design-1-new-model-and-2-videos","status":"publish","type":"post","link":"https:\/\/punyamishra.com\/2020\/02\/24\/principled-innovation-meets-design-1-new-model-and-2-videos\/","title":{"rendered":"Principled Innovation meets Design: 1 new model and 2 videos"},"content":{"rendered":"\n

Our college has embraced the idea of Principled Innovation<\/em> as being a core value that informs everything we do. (More on this in this post<\/a> by Cristy Guleserian and in the PI framework document<\/a>). <\/p>\n\n\n\n

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Defining Principled Innovation: Design by Punya Mishra<\/figcaption><\/figure>\n\n\n\n

At the heart of the Principled Innovation work we are involved in at the college is the question: We can, but should we? <\/em>This is of particular importance when we think about the work we do around the five spaces for design in education<\/a><\/em> and designing the futures of learning. <\/p>\n\n\n\n

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We believe that educational design in each of these spaces needs to be driven by an explicit commitment to a deeper set of values and ethical principles. We believe that educational design infused with the principles of PI become a way of acting and being, and thus a part of our everyday educational practice. How would the three guiding principles be instantiated in a model for educational design? The principles are: <\/p>\n\n\n\n

Principle 1: We value individuals and account for the uniqueness of social and educational contexts.<\/em><\/p>

Principle 2: We collaboratively care for and are considerate of the well-being of individuals, communities, and society.<\/em><\/p>

Principle 3: We create positive change by designing creative solutions to pressing educational problems.<\/em><\/p><\/blockquote>\n\n\n\n

As we started this work, we realized that there are many models of design out there in the world, offered by different groups and organizations (see image below). These are usually somewhat generic, sequential models in that they usually define a series of steps to follow irrespective of the design challenge at hand. <\/p>\n\n\n\n

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Models of design thinking (Image<\/a> adapted from Designorate.com)<\/figcaption><\/figure>\n\n\n\n

Our model, in contrast, focuses specifically on the role of design in education (infused by principled innovation) and seeks to capture the complexity and richness of the design process. Our model seeks to be versatile and flexible (given the different spaces within which design functions). <\/p>\n\n\n\n

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Principled Innovation<\/em> infused model for educational design<\/figcaption><\/figure>\n\n\n\n

Clearly a static image, such as the one above, does not capture the versatility and flexibility of the model. To address this issue we have created two videos explaining our Principled Innovation infused model for educational design<\/em>. <\/p>\n\n\n\n

Video 1: The big picture<\/h3>\n\n\n\n

The first video introduces the model and thus offers a relatively abstract view of how PI and educational design work. <\/p>\n\n\n\n

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