1. A series of pages about "why, what, and how?" begins by explaining why we should teach Design Process - RIGHT and continues with what-and-how in this page (describing what Design Process is, and how to teach it using a MOTIVATION -LEFT progression STANDARDS - RIGHT -that begins with simplicity and then explores in more depth) and how to teach Design Process - LEFT (with "how" explained in more detail) which suggests using the Progression-Sequence (of Cycles & Comparisons, plus Modes) in this page, PROBLEM SOLVING - LEFT along OBJECTIVES - RIGHT with an Activity-Sequence of Experience, Reflection, and Principles: helping them learn from discovery - INDEX-LR TOP` supplemented by clarifying & organizing. left=cm-ei.htm&right=dual-test.htm" target="_top"
index -- RIGHT - LEFT - RIGHT - LEFT - DUAL - RIGHT - LEFT - DUAL
2. A series of pages about "why, what, and how?" begins by explaining why we should teach Design Process - RIGHT and continues with what-and-how in this page (describing what Design Process is, and how to teach it using a progression that begins with simplicity and then explores in more depth) and how to teach Design Process - LEFT (with "how" explained in more detail) which suggests using the Progression-Sequence (of Cycles & Comparisons, plus Modes) in this page, along with an Activity-Sequence of Experience, Reflection, and Principles: helping them learn from discovery - INDEX-LR PARENT` supplemented by clarifying & organizing. left=cm-ei.htm&right=dual-test.htm" target="_parent"
learn from discovery - INDEX-LR SELF` -- left=cm-ei.htm&right=dual-test.htm" target="_self">
learn from discovery - INDEX-LR (none)` -- left=cm-ei.htm&right=dual-test.htm">
3. A series of pages about "why, what, and how?" begins by explaining why we should teach Design Process - RIGHT and continues with what-and-how in this page (describing what Design Process is, and how to teach it using a progression that begins with simplicity and then explores in more depth) and how to teach Design Process - LEFT (with "how" explained in more detail) which suggests using the Progression-Sequence (of Cycles & Comparisons, plus Modes) in this page, along with an Activity-Sequence of Experience, Reflection, and Principles: helping them learn from discovery - CHANGELINK` supplemented by clarifying & organizing. <a href="cm-ei.htm" target="left" onclick="changeLink('dual-test.htm');return true">
4. The most thorough examination of short-term sequences describes their utility for Problem Solving and Education: Building on ideas from the sub-sections preceding it, Integrated Action-Sequences in Design describes how developing a Conditional Knowledge of productive sequences — integrated combinations of actions (short-term or long-term, planned or improvised, specific or general, simple or complex) that perform useful functions — can help students learn how to be more effective in Making Action-Decisions by using Coordination Strategies. It explains and shows (in a diagram) how sequences are used flexibly because "expert designers make real-time choices about ‘what to do next’ at each point in a process of design," and how "flexibility is possible due to branchings (that require choices) and cycles (because actions & sequences can be re-used), plus the many responses to Evaluation which include action in all modes of design-thinking."
In addition, Phases of Design occur "due to tendencies of timing, with some actions usually tending to happen early in a process of design, and others later. This is long-term sequencing if we use a broad definition of sequence."
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