Digital applications, platforms, programmes, mobile/web apps and all kinds of tools built with computational code allow educators to make digital products that we can share with others in teaching, learning and education practice.



But these machine-based tools are themselves made by others, software developers usually in commercial organisations, and the tools both enable and limit the forms which our digital products can take. Increasingly, code creates new code, machines will ‘learn’ to program themselves and the increasing use of A.I. in education is also increasing the distance of understanding between the user and the original code behind the tools.


To become informed creators rather than simply consumers of digital products in teaching and education, we need to understand the ways in which code ‘writes the world’ and how we as educational digital makers can best utilise code and code-based tools to enable learning and explore how we can support our learners in ‘writing’ and making a sustainable future.


All digital making begins with ideas, design and intentions. The DTCE programme explores theories and frameworks of design, innovation and creativity for producing digital products in the service of learning, from educational videos and websites, to chatbots and ‘no-code’ mobile application development.


Orienting questions

  • What do educators need to know about how digital tools are built on and produce code, the mechanisms of finance and business behind tool development and how these determine the ways in which data is gathered and deployed in educational policy and practice?
  • How can we explore the design and intentions of existing digital education products and apply this understanding to our own designs, development and innovative creations?
  • In the process of making educational digital products with computational tools, how can we ‘unmake’ our existing understandings and concepts of the learning process itself?

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