Handbook of Open-space Learning Technology – Robert O!Toole
Table 1: Some characteristics of good learning design 1. Creating appropriately disruptive experiences, turning “matters of fact” into “matters of concern” (Latour, 2008: 2) and providing time and space for such matters to be considered collectively (immediately or when convenient). 2. Allowing for sufficient opportunity to get to grips with, to get the feel of, individual elements of the subject domain. 3. Supporting a continuous, integrative (Kolb, 1984: 32), progressive, adaptive learning experience open to disruption and challenge. 4. Positioning physical, semantic, cultural and logical enabling constraints (Norman, 1990: 84-87) so as to channel and limit the efforts of the participants (keeping them engaged and focused). 5. Exploiting or challenging existing mental models of objects, actions and how things work." 6. Pitching the complexity and scope of challenges to the capabilities of individuals, so as to enable progression. 7. Providing means for individuals to draw support from collectives (immediately present, distant, delayed, or more abstract – for example, the wider research community)." 8. Ensuring that the attention and engagement of the participants is quickly established and then retained throughout (and where appropriate, beyond) the experience – emotionally durable design (Chapman, 2005). 9. Ensuring that the experience is equitable, ethical and legal for all participants.
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