Abstract
As presented in Chaps. 1 and 2, the relevance of Design Alchemy is based on integrating the scientific and artistic approaches to design (alchemy), recapturing the engagement potential of computers and learning (magic), rediscovering the value of design traditions (quality) and differentiating design practice for technological innovation (pedagogy). The purpose of this chapter is to introduce five specific areas of research which have informed the development of the Design Alchemy architecture: the art of interactivity, proactive evaluation, three-phase design, design for learning and proactive design for learning. Each of these reveals nascent elements of the framework and explains the evolutionary process from which the main components and elements of Design Alchemy emerged. Together these provide the background for the final section of the chapter, which articulates the major components of Design Alchemy.
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Notes
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In 2001 Creative Commons was formed (http://creativecommons.org/about/history) with the aim of enabling the sharing and use of creativity and knowledge through free legal tools.
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A search of Google for ‘interview techniques’ revealed 108,000,000 hits and a search for ‘oer interview techniques’ 86,000 hits including open courses.
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Sims, R. (2014). How Did Design Alchemy Emerge?. In: Design Alchemy. Educational Communications and Technology: Issues and Innovations, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-02423-3_3
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