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MA Professional Practices

  

Pathway : Design in Education

“Reflection in action is a rigorous professional process involving acknowledgement of and reflection on uncertainty and complexity in one’s practice leading to ‘legitimate form of professional knowing.” - David Schon



Future learning spaces -‘A Pattern Language’ (Inspired by Christopher Alexander’s): Visual Thinking.


Vison

In the rapidly changing world of the 21st century, emerging paradigms of learning and education are providing an urgent impetus to professionals to navigate complex realties and opportunities to revitalise and reconfigure their own practice to spearhead both transformation for themselves and within the world of learning.

Professional Practices and Design in Education can meet the dynamic and changing needs of learning societies by developing and enhancing professionals, researchers and practitioners in education and allied fields of learning to be designers and facilitators of new learning worlds integrating emerging design research and educational paradigms, creative leaders in NGOs, CSRs and other institutions that intersect development and education & decision makers and policy advocates.

The program is led by the questions:
How do we nurture within ourselves a consciousness to adapt, embrace uncertainties, become facilitators, and leaders of transformation?
How can a design disposition enable a critical and imaginative inquiry into educational practices?
How do we go beyond personal and professional schisms, discourses of scale, efficiency and outcomes?

MA Professional Practices and Design in Education envisions to support professionals in education and allied fields of learning to be:

  • lifelong inquirers about their self and practice
  • designers of new learning worlds
  • creative innovators within emerging educational paradigms and frameworks
  • active and networked members in communities of reflective practitioners and
  • seekers of personal mastery


This course conceives of a future of learning that is foregrounded in ideas of complexity & systems thinking, slowness and contemplative practices. It is conceptualized to provide opportunities for professionals to nurture a design sensibility in the new and emerging areas such as maker spaces, digital media learning, technology as a tool for thinking etc.  within universities and colleges who are providing design-based degrees, and as a stepping stone for individuals wanting to lead NGOs, CSRs and other institutions that intersect development and education.

The course is relevant to anyone currently working in areas concerned with communities of learning be it government and civil services, education providers, policy makers, foundations working with CSR, edupreneurs both in formal and non-formal sectors, teachers and heads of department in schools and colleges, educational start-ups and NGOs. It includes practitioners in allied educational fields such as museums, interpretation centres, galleries, zoos, publishing houses and content designers for textbooks and other educational materials.


Core Values

“People with a high level of personal mastery live in a continual learning mode. They never ‘arrive’….
Personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, and their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see that ‘the journey is the reward..”
- Peter Senge


The pathway in Design in Education course is rooted in the following core values:

  • Openness and Unlearning
  • Slowness and Wholeness
  • Empathy and Resilience
  • Participation and Collaboration
  • Mindfulness and Introspection
  • Equality and Diversity



Unfold inquiry and cultivate slow thought: Handmade Journal; Building a Manifesto for Practice as Mastery.


Who should apply for the pathway in Design in Education course?

The pathway in Design in Education course is especially designed for individuals from the following arenas of work: 
Higher Education/Design Colleges: Design educators in design schools, lecturers, professors, institutional leaders, curriculum designers and instructional designers.
Non-formal Education Sector: Content developers, program developers and facilitators in formal and informal learning centres, art & craft collectives, environmental organizations, publishing houses etc.
Corporate/for-profit education sector: Content developers, institutional designers, instructional designers, trainers from publishing houses, training units, entrepreneurial ventures in the fields of digital platforms & applications
K-12 Sector (national and international schools)Teachers, institutional leaders, curriculum designers and instructional designers. Also, for specialists, advisors, educational consultants, innovators and entrepreneurs who work with schools.
Public Sector: Government and civil services officials, decision and policy makers


Modes of Learning offered by the pathway in Design in Education course

The pathway in Design in Education course is a full time research based course that allows practitioners (both novice and experienced) to develop and extend their professional practice. It is offered in two modes of participation of onsite studios and tutorials with practice based research in the field.


Notes on options for Practice based modes of participation

M1: Two weeks per semester onsite induction followed by guided practice based study

This mode is designed for practitioners with a strong inclination for independent study and for whom periodic short-term intensive onsite study period is most viable. Practitioners would need to plan for two weeks of study at Srishti Manipal, Bangalore at the start of each semester. This period includes an overview to the course and its specific units of learning during the semester along with guidelines for practice based research and field based assignments. An introduction to second phase of each semester: guidelines for project based research and field based assignments that can be conducted on site or in field is also provided during this induction. One can expand on own competencies by signing in for workshop (electives) by staying on for two more weeks onsite (Srishti Manipal). The final semester is a capstone project requiring 2 weeks of onsite engagement to finalise project proposal followed by mentored field practice and research.

M2: Five weeks or seven weeks each academic year onsite followed by guided project based study

This mode is designed for practitioners for whom one longer intensive period of onsite study each academic year is preferable. Onsite participation will enable the completion of the first phase of the odd semester and obtain an introduction to project for the odd semester as well learning units for even semester learning along with guidelines for practice based research and field based assignments. Those who select the 7-week mode can also avail of two weeks of workshop at Srishti Manipal towards their course electives. The final semester is a capstone project requiring 2 weeks of onsite engagement to finalise project proposal followed by mentored field practice and research.

M3: 9 months of coursework commencing from the inception of the course followed by project or guided practice based study

This mode is designed for practitioners from international settings. It is also open for practitioners from India. The design facilitates the completion of coursework of the first semester along with Phase 1 of semester 2. In addition, practitioners will be encouraged to find and work on a project. Guidelines for practice based research and field based assignments for the subsequent period will be provided. The final semester is a capstone project requiring 2 weeks of onsite engagement to finalise project proposal followed by mentored field practice and research.



Manifesto for Practice as Mastery: Practicing Witnessing in Action
Art Experience in Education: Making and Being


Course Structure

Learning opportunities in the pathway in Design in Education course are embedded in the following structures:

  1. Tutorials: Master classes, workshops, seminars and study units including MOOCs, Think Quests, Webinars etc.
  2. Studios, Labs and Circles: Immersive spaces and forums that foster making, experimenting, conversations, thinking and a sense of being.
  3. Peer Circles: Participative opportunities for dialogue and reviews that can be facilitated and independent, face-to-face or via blogs, discussion board conversations, wiki creation.
  4. Practice: Experiential, embodied, field-based research which could include that in the workplace.
  5. Electives: Engagement outside the disciplinary framework, that allows for extension and building connections. It can include visits to exhibitions, plays, places, talks, walks, participation in workshops, studios, conferences and residencies.
  6. Portfolio: Development of a reflective and curated body of work, which represents evidence of growth, development and application of research in professional practice over the duration of the course.
  7.  Practice as Mastery: Practice based research and its documentation; academic exegesis and viva voce.


Learning Approaches

The pathway in Design in Education foregrounds pedagogies such as Slow Design, Play and Story, Mindfulness and Making. It is designed to cater to diverse learning styles and draws upon principles of Universal Design for Learning both in its core components and learning experiences for students. The course is designed for students to experience the potential and power of:

  • Making, Mindfulness and Reflective Practice
  • Compassionate, Critical and Collaborative Learning Communities
  • Interdisciplinary and Trans-disciplinary Approaches
  • Personal and Professional Mastery

This course will provide opportunities for educators to be facilitators, designers, DIYers (do-it-yourself) and DIWOers (do-it-with-others), curators, hackers, gamers, artists, digital natives, storytellers, travellers and critical and creative thinkers.



Capability Sets

UPON SUCCESSFUL COMPLETION OF THIS COURSE GRADUATES WILL HAVE DEVELOPED THE FOLLOWING CAPABILITIES:

  • Generative learning (e.g. conceptual sketches, prototypes, journals, discussion forums, digital platforms, portfolios, podcasts, videocasts, construction of proto-theory etc) through questions, drawings, play, dialogues, reason, imagination, beauty and aesthetics.
  • Adapt and self- revitalise by seeking new experiences, engaging with diverse traditions of thought, experiment and reconfigure own practice
  • Go beyond vulnerabilities by setting & sustaining personal purpose, goals & vision pertinent to own reality, in formal and informal settings
  • Practice inclusive and humanising pedagogies through participative approaches (facilitation, co-design, co-create & DIWO) and emergent and wholeness disposition versus end driven



Framing Practice- Hoshin Kanri (Setting directions/compass) process to develop portfolio of practice and capstone proposal


Opportunities

Graduates of the pathway in Design in Education course will be equipped to work:

Within the K-12 Sector (in national and international schools) as

  • ⇒ Teachers/Institutional Leaders
  • ⇒ Curriculum Designers/ Instructional Designers
  • ⇒ Specialist/ Advisors/ Educational Consultants
  • ⇒ Innovators/ Entrepreneurs

Within the Higher Education Sector as

  • ⇒ Design Educators in Design Schools
  • ⇒ Lectures/ Professors/Institutional Leaders
  • ⇒ Curriculum Designers/ Instructional Designers

Within the Non-formal Education Sector (in formal and informal learning centres, art & craft collectives, environmental organizations, publishing houses etc) as

  • ⇒ Content Developers
  • ⇒ Program Developers
  • ⇒ Facilitators

Within the Corporate/for-profit education sector (publishing houses, training units, entrepreneurial ventures in the fields of digital platforms & applications) as

  • ⇒ Content Developers
  • ⇒ Institutional Designers
  • ⇒ Instructional Designers
  • ⇒ Trainers

Within the Public Sector

  • ⇒ policy and decision makers
  • ⇒ human resource developers
  • ⇒ public education government officials


Enquiries

This course is led by Padmini Nagaraja
For further information, kindly email Padmini Nagaraja at padmini.nagaraja@manipal.edu



Disciplinary Intersections

This pathway is informed by the following learning disciplines:


Research and Collaboration

The pathway in Design in Education course offers its students opportunities to connect with artists and designers from a range of research and practice labs and centres based at Srishti Manipal. These include:

Students will also have opportunities to intersect with partner organizations working in areas such as environmental conservation, tangible and intangible cultural heritage, stories and place as pedagogies, oral histories and more.

 


View Eligibility for Admission, Fee Schedule, Application Form & Other information for this Program >>