How Design is Taught? A Survey of Approaches, Models & Methods

This Study explores the extent to which the changes brought by new socio-economic paradigm shift and its influence on social and economic behaviour in the last 20 years are reflected in design education and practice. Furthermore, this Study attempts to identify the root causes of design education and design curriculum content maladjustment to the needs of contemporary era. It also identifies the current challenges design education is facing today. Theoretical and empirical research results, particu - larly in the form of knowledge, skills and competencies, served as the ground for proposing appropriate guidelines for the improvement of current design education and the content of the design curricula. The results of the Study reveal theoretical and empirical evidence that confirms the assumption about the current mismatch between knowl - edge and skills acquired in formal design education and skills needed in current and future design practices. This mismatch is mostly related to the managerial and social skills needed for solving problems and demands of real life design practice and to a smaller extent, to practical design knowledge and competencies. Therefore the Study argues that design education should be carried within a multidis - ciplinary context, which will embrace all necessary knowl - edge, skills and competencies needed for future successful professional design practice, and that design education should be more practice-based oriented, allowing students Abstract to work on specific real life projects. Since the evidence suggests that educational institutions in their attempts to provide additional skills and competencies are faced with financial and bureaucratic constraints, which create a gap, or lack of professionals from other specialist disciplines, design education institutions should consider finding alter - native sources for financing those specialist and alternative ways of training students in deficient disciplines or skills. Furthermore, the Study argues that there is a need for finding more ef fective way of transferring economic knowl - edge to design students and that the business sector and other interested parties need to better learn each other ’s languages in order to achieve more productive communi - cation. Design educational institutions should present their students the importance of business management and raise awareness of the business sector about the value of design. Key words: Design Education, Design Practice, Skills, Competencies, Challenge, Knowledge Society

LearnxDesign2015=Design in Kindergarten Through Higher Education Welcome to the volume 3 conference proceedings themed ‘LearnXDesign2015’ a comprehensive engagement of topics across design pedagogy and research. The papers delivered at the 3rd International Conference for Design Education Researchers, co-organized by DRS, CUMULUS, and DESIGN-ED, are the focus of these volumes. The conference was graciously hosted by the School of the Art Institute in Chicago. Highlighted at the heart of the conference were varied presentations and workshops. To prepare for the conference, we asked design researchers to submit their work for consideration. Scholars proposed 289 paper abstract, 31 workshop and 2 symposia submissions. The International Scientific Review Committee invited 243 paper abstract submissions to proceed into the next stage to submit as full papers. After double blind full paper review by the International Review Board, a final 106 full papers will be presented at the conferenc...

The Design Journal, 2017

Considering the need for curriculum reform of the Faculty of Fine Arts, University of Lisbon, as it is today, we look at the best practices of design schools around the world to produce a work tool to help in the creation of what could be the DESIGN FOR NEXT EDUCATION. This research builds on gathering information regarding: 1) the guiding principles of the faculties regarding their philosophy and practices; 2) the curricula of courses; 3) the permeability of multidisciplinary between programs and subjects of the curricula that colleges offer; 4) the degree of innovation from the perspective of design for sustainability; 5) the type of collaborative networks that operate within each institution, between institutions and civil society. This set of inputs analysed allows us to contribute to the creation of a macro view of design teaching, where it is possible to build innovative strategies for the DESIGN FOR NEXT EDUCATION.

We are surrounded by examples of things that have been designed, the clothes we wear, the cars we drive, the towns we live in. Design can be seen everywhere and is an integral part of the very human need to create and be creative, and can be seen as a creative problem solving process.. This desire has been a part of our makeup since ancient humans first picked up a stick and designed a use for it. As humans we are all continuously designing our environment from what we are going to wear today to what to have for dinner. However design and creativity are looked upon as a mystical gift bestowed upon a selected few, even though the ability to be creative, design and problem solve is to be human. This skill comes naturally to all of us. Technology in the New Zealand Curriculum became mandatory for all schools in February 1999 (Jones, 2003). This essential learning area is now being taught in Primary Schools right through to Bursary level. This has seen the development of a number of different models and ways of teaching design and design processes in order to help teachers assess and teach design in Technology classrooms. There is however an increasing literature and evidence about the shortcomings of the use of step by step models of design and how they can even hamper the learning of design and students' creativity. Despite this growing evidence in the literature there is still a strong presence of a systematic "one size fits all" model of how design should be presented in schools. This paper investigates how design is presented in schools and compares the designing practices of professionals in their fields with design by students.

Proceedings of DRS2018 - Catalyst , 2018

The present paper intends to present an overview the status quo of design education, pointing out aspects from its creation and evolution over timed. It was made a short analysis that confronts the teaching model with the dynamics in which the world is today. It also pointed out the characteristics of a "new" designer, active in the creative economy, but not yet trained in educational institutions. Finally, it presents possible solutions for the remodeling of the teaching and learning process with focus on projects and real problems and points to a new role of the teacher and the learning environment.

Engineers, architects, and computer scientists all engage in design upon graduation. Yet, up to now, there has been little emphasis in pos t-secondary education in helping students learn the ins and outs of doing design successf ully. Capstone projects provide too little design experience and come late in the curri culum. Freshman design experiences, when in place, tend to emphasize the design experi ence itself, often without helping students reflect on and understand what the experien ce is teaching them. Even when both components are in place, there is little c onnectivity between these early and late experiences. Georgia Tech is taking the lead nationally in creating a design curriculum that helps students learn the skills involved in doing desi gn and that is integrated throughout their undergraduate years. In EduTech's design focal group, faculty representing the full variety of design disciplines are working along with cognitive scientists in an attempt to list the compo...

This paper discusses our claim that teaching in the design studio can be more effective if accompanied by debates, lectures and self-evaluation. To do this, we first have to speak about design itself. We present the method we have developed so far, and the first set of results.

2015

The question is an old one. How do you teach in a way that students actually learn something? In a way that they actually acquire knowledge? And what does it mean to acquire knowledge?

Advances in Early Childhood and K-12 Education, 2018

Design education is interdisciplinary by nature and provides a platform for students to learn different knowledge and skills and then apply them to solve design problems. It is inspirational and innovative at many different educational levels. However, the curricula of design education may not be aligned at different levels. To investigate this issue, Hong Kong is chosen to be the case because of its uniqueness in the development of its design education. This chapter discusses this issue by reviewing the design curricula in secondary school education and tertiary education. This review provides an overview of how students learn design thinking and problem solving in design education. The problems of the transition from one curriculum to another are highlighted. It is suggested that better communication between the curriculum developers is needed to cultivate a smooth transition so that the students of design can enjoy a better learning experience.

Permission is granted to reproduce copies of these works for purposes relevant to the above symposium, provided that the author(s), source and copyright notice are included on each copy. For other uses, including extended quotation, please contact the author(s). Linda DREW * Vice Chair DRS Council and independent researcher This paper begins with a discussion of approaches to co-creation and the application of design thinking (Sanders and Stappers, 2008). In this discussion, examples of co-creation approaches include Open Space Technology (Owen, 1997) a model of collaborative, research-informed facilitation and writing mostly used in higher education settings. The discussion reveals aspects of these approaches which enhance cocreation and peer to peer facilitation as well as high quality researchinformed writing and curriculum development using the cognitive characteristics of design thinking (Oxman, 1999 & 2004). Significant features of the OST model are assessed to understand relevance for educators and practitioners in design as an anti-hierarchical approach to research-informed writing and curriculum development. The paper goes on to analyse two case studies of different stages in the experience of a group of art and design educators brought together to re-imagine a research-informed curriculum after an institutional merger. The group uses co-creation and OST informed approaches such as World Café and Bar Camps to co-create a blueprint for a research-informed curriculum. This analysis draws on evaluation reports. The paper concludes with suggestions for further development in design Higher Education contexts.

The world is looking to improve educational systems to respond to changing needs of the future. Design education provides hands on, place based project learning that learns from direct connections and interactions with the world. Design connects horizontally with diverse fields of information. Design creates critical awareness of our built and natural worlds.

TECHNOLOGY AND EDUCATION – A SOCIO-CULTURAL PERSPECTIVE, 2002

Introduction At least in Scandinavia and likely in the rest of the industrialized world, higher engineering education is not among those careers that young people turn to as their first choice today. This is even truer among young women. There are however some exceptions besides booms of interest in information technology and other “new areas”. In Sweden we can see how schools of architecture as a part of technical universities, attract many times the number of students they can accept. The situation is similar with new engineering educations that combine disciplines like economy and technology or take new standpoints like engineering for sustainability or combinations of styling and engineering. Our economy is less and less dependent on manufacturing of things and hardware. Our future lies in production of soft qualities like advanced services, systems design and management, innovation and research in areas where vast intellectual and economic recourses are needed to compete. These new areas do need a qualified engineering education but also a new kind of engineer that can handle new type of problems that were out of reach of the traditionally educated engineer. From time to time pedagogues and educators in engineering turn to architecture practice and schools of architecture to find inspiration in their methods of learning and addressing design problems. Also many design theorists use architecture practice, as an example of design behavior and quite a few theorists in the area are architects by training. In this paper I will try to investigate the problem field of learning in technology from a design theoretic point of departure and try to elaborate if this could add something to the epistemological and didactic aspects of future engineering education. I will also try comparing architects practice with that of engineers and maybe modify a sometimesglorified view of architects practice. I will also show how different professional education might learn from each others and give my view on how they could be developed and maybe more attractive to young people. My empirical foundation* for the discussion is almost three decades of very inspiring practice in design, research and education with architects and engineers of different specialties.1 As a genuine believer in design as a learning method, my insight in the subject is a result of constant loops of action and reflection combined with theoretical studies of other experienced designers, teachers and theorists.

Editorial arrangements by Janne Beate Reitan, Peter Lloyd, Erik Bohemia, Liv Merete Nielsen, Ingvild Digranes and Eva Lutnæs ©2013 ABM-media and the Authors. All rights reserved ISBN 978-82-93298-00-7 (vol.1–4) ISBN Volume 1 978-82-93298-01-4 (print) ISBN Volume 2 978-82-93298-02-1 (print) ISBN Volume 3 978-82-93298-03-8 (print) ISBN Volume 4 978-82-93298-05-2 (print) ISBN Volumes 1-4 978-82-93298-04-5 (electronic) Published by ABM-media as c/o Oslo and Akershus University College of Applied Sciences v/Hans Martin Fagerli PO Box 4 St Olavs plass, 0130 Oslo, Norway email: post@abm-media.

Approaching architecture as social discourse, this essay forwards a meta‐model in critical context analysis for design education. Working within a social construction frame, I propose a dialogical investigation into the constitutive power of language, and discuss analytical processes in spatial communication, for first‐year students of architecture. As such, this essay organizes an expository sequence of classroom or design‐studio talks, diagrams, and commentary, compiled from several years of classroom experience. By this means, I model the critical processes that have most effectively helped students to self‐situate within the action of social and spatial context analysis. These processes, which employ critical dialogue and co‐constructed investigative research, engender modes of operation by which students may learn to qualify the products of their investigative and creative activities, and in turn, initiate new forms of those processes, practical and meaningful to them, throughout design school and career.

Basic Design Education Approach Example and Comparative Analysis, 2024

The architectural education process in most state and foundation universities in our country is generally based on the backbone of 'Basic Design Education'. The study is based on the course outputs of Bolu Abant İzzet Baysal University in the Fall Semester of the 2023-2024 academic year. Within the scope of the course, although a similar course operation was determined for two different branches, different activities were deliberately carried out, especially in the concept development process. With this approach, the students of one branch were given a large number of assignments and applications to experience the design process through various experiments with different disciplines. In the other branch, the scope was broader and the emphasis was on examples, assignments, and applications within architecture. The methodology outlined in this study is qualitative in approach and deals with a comparative analysis of the approaches between the branches. The study aims to contribute to the improvement of the learning-oriented model in the process of Basic Design Education in Architecture undergraduate education, as well as to create a discussion environment on the linear or inverse proportions of the educational approach that requires more effort, time and labor in quantitative terms on the results.