Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
Design Literacy – From Primary Education To University Level, Ingvild Digranes, Liv Merete Nielsen
Design Literacy – From Primary Education To University Level, Ingvild Digranes, Liv Merete Nielsen
DRS Biennial Conference Series
This paper is based on on-going research into design education at several educational levels. What is said, and what is done? In the DESIGN LITERACY project, we focus on the content of a continuous design education, the transition between different educational levels – from primary education, throughout the university level – in the Norwegian educational system. Designers, decision makers, investors, and consumers hold different positions in the design process, but they all make choices that will influence our future. Design education at primary and secondary level represents both a foundation for professional design education and a prequalification for the general …
Transforming Constructivist Learning Into Action: Design Thinking In Education, Andrea Scheer, Christine Noweski, Christoph Meinel
Transforming Constructivist Learning Into Action: Design Thinking In Education, Andrea Scheer, Christine Noweski, Christoph Meinel
DRS Biennial Conference Series
The advantages of constructivist learning and criteria for its realization have been well-determined through theoretical findings in pedagogy (Reich, 2008; Dewey, 1916). Educational researchers and the Organization for Economic Cooperation and Development (OECD) promote a process oriented, so-called CSSC learning (constructed, self-regulated, situated, collaborative) to be effective in supporting 21st century competences (de Corte, 2010). However, the practical implementation itself leaves a lot to be desired (Gardner, 2010; Wagner, 2011). Lessons are not efficiently designed to help teachers execute CSSC learning. Common CSSC learning methods are abstractly describing what to do, while leaving the teacher uncertain about how to do …
Reflective Methods In Design Pedagogy, Jillian Coorey
Reflective Methods In Design Pedagogy, Jillian Coorey
DRS Biennial Conference Series
This study proposes reflection as a pedagogical approach in design education. Design students lack of process was noticed as they struggled with basic ideation and exploration. To more effectively communicate the notion of process, reflective methods were introduced within the design studio. Reflection enhances learning and productiveness, vital goals of the education process (Russell, 2001). Jack Mezirow, an educator and researcher made the following statement about critical reflection, “reflection may enable individuals to change their habits of expectation and, as a result, develop more accurate perceptions, avoid premature cognitive commitments, and achieve greater flexibility and creativity” (1991). This paper presents …