Designing a research practice

The original text was written the week prior to the WonderLab intensive in May 2019 and the edits occurred post-intensive. The text strikethroughs imply a change to my thinking. A clean revised post will be uploaded shortly.

Designing multi-modal learning experiences
Visual research as a means of research
Design as a research practice
Designing a research practice
Design as research

Through visualisation, what can we learn about multi-modal communication in pedagogy?
How can one learn through visualisation?
Through designing and with the designed

Design as a research practice
Through designing and with the designed

What?
The research looks to build an understanding of multi-modal communication in practice by/with/through developing an accessible visual language that can replace or supplement speech and writing in teaching practice. The language will create a visual record of one’s current pedagogical practice, helping to provide perspective on the delivery modes [maybe something about learning / deep learning?]. The documented visual scenarios provide one with the possibility to objectively review and reshape their practice through making.  The formal visual language will be future-thinking and use digital technology to move beyond the static nature of current ideographic languages.

Why?
The study seeks to deliberately adopt alternative ways of conducting, publishing and valuing research by moving beyond the text-centric approach common to academia. It appeals to my interest in subordinate ways of knowing by focusing on non-discursive processing. Additionally, the study seeks to develop inclusive learning experiences that speak to varied personalities and learning style preferences. 

I hope a design research lens will reveal blind spots in practice and help develop facilitator/learner competency in multi-modal communication. Insights from the research should help facilitators integrate different modes forms of research communication more meaningfully into the curricular and their practice. Additionally, the knowledge gained reinforces the urgency to form multi-literacy collaborative partnerships that can communicate across a spectrum of channels.  more broadly.

How?
The research will be practice-led and multi-method. Data will be expressed non-numerically and represented in forms other than words — this may include ideographic writing systems, data visualisation, animations, digital interactions and live action etc. (B. Haseman, 2006). The practice-led process will use design thinking methods and visual communication to disseminate research that is both accessible and engaging for communities beyond and within academia (Conquergood, 2002). 

Who?
The investigation will be rooted in design pedagogy; however, the knowledge generated may be transferrable to other disciplines and professional practice.

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