When ease of use is not ease of learning
How might we reduce unnecessary interface friction without removing the cognitive effort that contributes to learning?
Focus: Digital learning, UX, Cognitive effort, Product judgement
In preparation
Work / Practice cases
Practice cases
Principles become more useful when they encounter constraints.
All work
These cases describe situations in which ideas had to survive institutions, legacy systems, professional practice, limited time, competing goals, and the unpredictability of people actually using what was designed.
They are not project showcases. The emphasis is on the judgement required: what the situation revealed, what changed, and what travelled into later work.
Some details are deliberately generalised where the work involved confidential or system-level contexts.
Every case follows the same architecture
- 01Context
- 02The question
- 03What made it difficult
- 04What we noticed
- 05Judgement
- 06What changed
- 07What happened
- 08What transferred
Four scales
The first four cases
Designing the room around the learning
A learning environment designed from the activity outward, rather than from the furniture inward.
Focus: Participation, Visibility, Movement, Spatial affordances, Technology
In preparation
From educational principle to usable resource
What a principle has to become before a teacher can use it on a Monday.
Focus: Translation, Teacher use, Implementation, Evidence
In preparation
Why a good intervention changes when it scales
What happened to a working idea once many schools began to adapt it.
Focus: Complexity, Implementation, Local adaptation, System constraints
In preparation
TBC
The facts of each case
Context, role, constraints, the intervention and verified consequences have to come from the work itself, with its confidentiality boundaries agreed. Nothing here will be filled in by inference, and no outcome will be published that has not been checked.
Singapore