You are here: Home / Theoretical & Conceptual Framework / Overview


The four concepts of design, learner, technology and education intersect to provide an overarching conceptual framework for the practice, which occurred in the intersection of all four.

conceptual and theoretical framework diagram

Figure 4: Conceptual framework for this thesis

The authors that surround the four concepts, shown in Figure 4, are the most significant theorists of those that have provided the author with insight, foundation and explanation for the design challenges experienced. Increasingly responsible rôles as a teacher, software developer, media designer, team leader and director, together with a natural proclivity to be reflective practitioner, broadened and deepened the author's understanding of the criteria for improving design quality in iterative design cycles, informed by these authors' theories.

I recognise the following description of the reflective practitioner in myself:

The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation.
(Schön 1983, 68)
Much of my understanding began as tacit in nature, but the need to lead design, prepare design guidance and collaborate with both technical and pedagogical  colleagues demanded explanation. Extensive opportunities to present at conferences and workshops, improved the explanations and created the need for a simplified and coherent framework, represented by three key analyses, which comprise the thesis set out in the Claim section:

The issues of design science, mental models, learning theories, teacher types and the symbiosis of technological and human evolution are the major themes discussed in the following sections.

(Words: 387 )

“Thus, the task is not so much to see what no one yet has seen, but to think what nobody yet has thought about that which everybody sees.”
― Arthur Schopenhauer