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RESEARCH PRODUCT

Educational design and reversals of design logics

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This article proposes a theoretical framework for understanding how industrial culture spreads in education and training. It first describes the processes of diffusion of innovations, acceptance and resistance to change. It then emphasizes the importance of building a strategy to reappropriate these technologies. The article then considers the design of innovation as a communicative and multi-dimensional activity, centered partly on the human, partly on the technical. In relation to the classical logic of design, two reversals appear. In the first, the industrialization of teaching, in a Taylorist mode, advocates a division of labor between technical experts, engineers and teachers, in a top-down approach. The second favors more the reappropriation of teachers through participatory design processes, in a bottom-up approach, but its conditions are more difficult to meet. The large digital industries (Google, Apple, Facebook, Adobe, Microsoft...) seem less well equipped than small innovative companies to foster co-design.