There is, Probably, No Need

for a Design Framework

Jan de Lange

Review By : Dina Octaria

 Introduction

● Millennials generation cannot be separated from the use of

technology in everyday life
● Millennials generation having to sit through algebra
● Is there any way for designers to engage millennials in mathematics
learning?
● A designer lacks the tools and knowledge necessary to articulate
our craft knowledge
● So, there is a (need for a) framework for educational design?
 Personal Reflections on the Design Process
Slow Design
Slow Design leading principle
is based on integrated
partnerships:
researcher/designer
collaborations and
researcher/designer
collaborations with
teacher/student collaborations.
Process of Slow Design’s
 choose a subject, a duration, and a level
 create a (mental) flow diagram and educational/didactic
vision
Utilize your intuition
Concept selection
Contextualization
Look for inspiration in the library’s random search function
Refine your initial concept (de Lange : 2015)
Process of Slow Design’s

 a real discussion with experts of all kinds

 writea revised version that is close to being ready for classroom experiments
 discuss with experienced teache r
 revise and have the teacher teach using your design (Never teach yourself)
 observe classroom activities without video
 make revision notes; take discrepancies between the terms ‘intended’, ‘implemented’, and
‘achieved’ seriously
 priority should be given to fundamental conceptual development, not to details
 restart the cycle in a different classroom
 if necessary, the next redesign emhasizes designing formative and summative assessments and
indicating opportunities for excellent feedback
Conditions for slow design

• freedom is in terms of what to design and a great deal time

• freedom of thought (no pressure from publishers, standars, etc)
• freedom to explore
• restriction, design within the philosophy of realistic mathematics education
• take that restriction with freedom
Fast Design
 A greater degree of separation
 The designer creates
 The reseachers conduct classroom observations
 The technology component is delegated to specialists
 The teacher prepares and teaches
 The student does as the teacher directs
Design as An Art
Design : Experience, creativity, inspiration and curiosity
 Design Examples

Example central Concept Slow Design

 Review

1. The theory used only strengthens the author’s statement

2. There is a contradiction, namely at the beginning it is stated that
students learn through the real world and then are brought into
mathematical concepts, but on the other hand there is a statement in
slow design which states that they design the concept first and then
bring it into the real world
3. There is no conclusion from the authors whether a framework for
educational design is needed
Thank You