[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601584-105":59,"doc-detail-601584-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","designerly-learning-workshops-for-schools-at-the-design-museum","Designerly Learning - Workshops for schools at the Design Museum","","Qualitative research examines how museum educators conceptualise learning within the Design Museum’s schools workshop programme. Framed by social constructionism, the study uses five semi-structured interviews to analyse learning’s social and intersubjective character in a typologically specific museum context. A brief literature review links professional design practice and “design thinking” to proactive engagement in real-world settings and systematic accounts of designers’ cognition. Interview insights are synthesised into an “ideal-type” workshop model outlining key phases and behaviours, and “designerly learning” is proposed as a simplifying paradigm for organising workshop experience, while noting theoretical abstraction concerns.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designerly-learning-workshops-for-schools-at-the-design-museum/601584/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designerly-learning-workshops-for-schools-at-the-design-museum/601584.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research investigate about the Design Museum workshops for schools?","Question",{"text":112,"@type":113},"It investigates how the museum educators conceptualise learning in the workshop programme for schools and what makes that learning distinct within the museum context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method and theoretical framing are used?",{"text":117,"@type":113},"The study relies on five semi-structured interviews and is framed by an epistemological stance of social constructionism.",{"name":119,"@type":110,"acceptedAnswer":120},"What is “designerly learning” and how is it used in the study?",{"text":121,"@type":113},"“Designerly learning” is coined as a concept to organise learners’ workshop experience by modelling characteristics of design thinking and design practice, alongside an “ideal-type” outline of workshop phases and behaviours.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601584,1792171830,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Designerly Learning: Workshops for schools at the Design Museum  \nHelen Charman, Head of Learning, Design Museum 2010  \nRESEARCH  \nAbstract  \nThis paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum’s workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in view of its relevance to respondents’ accounts of the social, intersubjective nature of learning within the workshops. Based on findings from five semi-structured interviews, the localised nature of the case study considers the distinctive characteristics of learning within a typologically specific museum amidst debate in the cultural sector over the role and status of museum learning more generally. A brief literature review summarises features of professional design practice and of ‘design thinking’ salient to the study, in particular the proactive engagement of design in its realworld context, and a systemised account of designers’cognitive processes. The interview data is then presented across three themes. These themes are: shared perspectives on the content of learning; on the environment for learning; on the processes of learning. Key findings from the interviews are synthesised into an outline of an ‘ideal-type’ workshop which sets out the core phases and behaviours therein. The term ‘designerly learning’ is coined as a concept that can be adopted to‘organise the experience of learning’ in the school workshops at the Design Museum (Pring, 2000:10) . Notably, designerly learning seeks to model characteristics of design thinking and practice to the learner through the experience of a workshop using the museum’s handling collections. Arguably, it is a concept particular to this institution, rooted in its distinctive disciplinary context of design. In conclusion a note of caution is sounded regarding the theoretical abstraction of the concept of designerly learning, notwithstanding its educational and professional value as an “adequate, simplifying paradigm”of learning (Cross, 1992) .  \nKey words  \ndesign, learning, museum, content, process, environment  \nIntroduction  \n“Learning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the developing or deepening of skills, knowledge, understanding, awareness, values, ideas and feelings, or an increase in  \nthe capacity to reflect. Effective learning leads to change, development and the desire to learn more.”  \n(MLA, 2004:1)  \nThe definition of learning given by the Museums, Libraries and Archives Council in 2004 is intentionally broad and open. It aims to be applicable to any of the three types of cultural organisations listed above that have learning within their remit. As such, it is extremely useful in giving a global overview of learning, against which institutions can develop more localised understandings. Museums, libraries and archives are not all alike and nor is their educational provision. Museums in particular are the most widely differentiated of these organisational typologies. They are culturally, historically and politically distinctive sites for teaching and learning, shaped by, amongst other things, specialist disciplinary interests, collections and display policies, and funding agreements. Indeed, one might argue that it this very diversity that gives the sector its rich educational appeal.  \nAs a move to refine the educational heterogeneity of learning in museums, as well as to afford the education team at the Design Museum further insight into their practice, this research focuses on how learning is conceptualised by educators on the Design Museum’s workshop programme for schools. The study was devised and carried out by the Head of Learning at the museum with the aim of better understanding the cha","cbCaioym5NsxoBRN","https://ap.wps.com/l/cbCaioym5NsxoBRN","pdf",173848,13,"English","# Abstract\n# Introduction\n# Background: The Design Museum","[{\"question\":\"What does the research investigate about the Design Museum workshops for schools?\",\"answer\":\"It investigates how the museum educators conceptualise learning in the workshop programme for schools and what makes that learning distinct within the museum context.\"},{\"question\":\"What research method and theoretical framing are used?\",\"answer\":\"The study relies on five semi-structured interviews and is framed by an epistemological stance of social constructionism.\"},{\"question\":\"What is “designerly learning” and how is it used in the study?\",\"answer\":\"“Designerly learning” is coined as a concept to organise learners’ workshop experience by modelling characteristics of design thinking and design practice, alongside an “ideal-type” outline of workshop phases and behaviours.\"}]","Designerly Learning - Workshops for schools at the Design Museum | PDF",1792092905,33]