Abstract
This study explores how two different card-based approaches, Cards of Doom and CO:RE cards, complement or inspire each other when applied outside their originally intended contexts. C.O.D is designed for design students while CO:RE targeted non-design professionals. Both tools offer semi-structured approaches to facilitate collaborative discussion among participants, fostering reflective capacity within creative-oriented contexts. An analysis of multiple card-play sessions of C.O.D and CO:RE in both their original and alternate contexts revealed three important themes; tension, psychological safety, and dialogic interaction, prompting reflective learning in the participants. The study contributes to the broader discourse on playful learning in design education, by exploring the adaptability and versatility of card-based approaches, assessing their potential to enrich creative methodologies and fostering cross-pollination in different learning environments.
DOI
https://doi.org/10.21606/drslxd.2025.034
Citation
Legaard, J., Suhaimi, S., Ward, J.,and Walters, A.(2025) Prompting Reflective Learning Through Card-based Approaches, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.034
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Case Study
Prompting Reflective Learning Through Card-based Approaches
This study explores how two different card-based approaches, Cards of Doom and CO:RE cards, complement or inspire each other when applied outside their originally intended contexts. C.O.D is designed for design students while CO:RE targeted non-design professionals. Both tools offer semi-structured approaches to facilitate collaborative discussion among participants, fostering reflective capacity within creative-oriented contexts. An analysis of multiple card-play sessions of C.O.D and CO:RE in both their original and alternate contexts revealed three important themes; tension, psychological safety, and dialogic interaction, prompting reflective learning in the participants. The study contributes to the broader discourse on playful learning in design education, by exploring the adaptability and versatility of card-based approaches, assessing their potential to enrich creative methodologies and fostering cross-pollination in different learning environments.