Students transition between student and proto-professional roles in informal SNS discourse, bridging learning and design practice¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Informal SNS discussions about tool selection and professional portfolio domains are more akin to workplace design discourse than teacher-student talk, evidencing a bridge between learning and practice. → Gray 2014

Evidence¶

Gray 2014¶

Gray, C. M., & Howard, C. D. (2014). Designerly talk in non-pedagogical social spaces. Journal of Learning Design, 7(1), 40-58. https://doi.org/10.5204/jld.v7i1.153

q2 · i? · the article prints no effect size for this finding · qualitative · r2

Qualitative analysis of the Selecting Professional Tools and Selecting a Professional Domain Name threads showed learners discussing design in ways more akin to workplace discourse. The authors suggest this may offer new avenues to access learning traditionally relegated to internship or apprentice-style instruction.

"The learners' discussion about tool selection is more akin to workplace design discourse than it is to teacher -student talk."

Discussion¶

Learner Variables¶

• Domain Context — outcome: instruction changes it

Related Claims¶

• Four types of designerly talk manifest in student-managed social network spaces: tool selection, professional identity, skill-sharing coordination, and ethical design discussion — related
• Social network site participation enables design learning that breaks the confines of space and time, including pre-enrollment learning and asynchronous ethical discussion — related
• Student-generated Facebook groups constitute a hidden curriculum that supports learning outside the formal design studio — related
• Student-created Facebook groups support self-directed design learning and sharing of expertise outside the formal curriculum — related