A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.

1. Learning by Design: Constructing knowledge through design inquiry around educational game development Andrew Middleton Richard Mather Susannah Diamond Learning and IT Services

3. About the Creative Development Team

5. Facilitation model Clients Academic staff Developer companies Students Liaison Group Educational Developers Learning Facilitators Tutors Client focus group Students

7. Design-based learning Design based learning involves applying, extrapolating, integrating and synthesising knowledge (Perrenet et al. 1999)

8. Design-based learning The sciences value objectivity, rationality, neutrality, and a concern for the "truth:' . . . The humanities value subjectivity, imagination, commitment, and a concern for "justice.". . . Design has its own distinct things to know, ways of knowing them, and ways of finding out about them. (Cross 1983, 221-22, cited in Davis, 1998)

9. Design-based learning The natural sciences are concerned with how things are.... Design , on the other hand, is concerned with how things ought to be, with devising artifacts to attain goals. (Simon, cited in Davis, 1999)

10. Design-based learning Design based learning is learning through applying creativity to solve problems.

11. Design activity - Scenario Image Credit: Lewis Elementary School, Portland Oregon

16. Process or product? "In IL [Inquiry Learning], students learn content as well as discipline-specific reasoning skills and practices (often in scientific disciplines) by collaboratively engaging in investigations." (Hmelo-Silver et al., 2007)

20. Immersion or light touch: Where do you stand?