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Full-Text Articles in Art and Design
How Might Design Contribute To A Circular Economy, Susan Evans, Mia B. Münster
How Might Design Contribute To A Circular Economy, Susan Evans, Mia B. Münster
DRS Biennial Conference Series
80 percent of the environmental impact of products and services is deter- mined in the design phase. Since the designer’s job takes place at the initial phase of any design process, designers are in a unique position to effect change in this area. Designers have knowledge of the supply chains and networks that drive, not only de- sign process, but also those that support the production and implementation of de- signs. It is therefore relevant to discuss how design can play a role in the transition towards Circular Economy. In this vein the research question as set for this conversa- …
The Desire To Excel In Design Education: Have We Pushed It Too Far?, Marie Van Den Bergh, Mieke Van Der Bijl-Brouwer, Rebecca Price
The Desire To Excel In Design Education: Have We Pushed It Too Far?, Marie Van Den Bergh, Mieke Van Der Bijl-Brouwer, Rebecca Price
DRS Biennial Conference Series
In our work as design educators, we have been experimenting with and researching a range of initiatives that aim to improve design student wellbeing, learning outcomes and designer resilience at TU Delft and at the University of Technology Sydney. One aspect that has come up repeatedly in our work is this pressure to perform and its tension with learning and wellbeing. We used this DRS22 conversation to explore this topic more deeply.
Making Posters To Understand Statistics: Towards A Didactical Approach In Communication Design, Michele Mauri, Simone Vantini, Beatrice Gobbo, Tommaso Elli, Elena Aversa, Andrea Benedetti, María De Los Ángeles Briones Rojas, Gabriele Colombo
Making Posters To Understand Statistics: Towards A Didactical Approach In Communication Design, Michele Mauri, Simone Vantini, Beatrice Gobbo, Tommaso Elli, Elena Aversa, Andrea Benedetti, María De Los Ángeles Briones Rojas, Gabriele Colombo
DRS Biennial Conference Series
The paper describes a didactical approach to introducing statistics to communication design students at the master level. The approach helps them develop a critical attitude toward data manipulation and information visualization, acknowledging a lack of education in such areas despite their growing relevance in the communication design field. In previous experiences, we observed how theoretical lessons in statistics were inefficient because they were perceived as distant from the communication design practice. We, therefore, adopted a “thinking-through-doing” approach: instead of asking students to study statistical methods, we asked them to design a poster explaining them. In the paper, we present the …
Design, One Piece Of The Puzzle: A Conceptual And Practical Perspective On Transdisciplinary Design, Mieke Van Der Bijl-Brouwer
Design, One Piece Of The Puzzle: A Conceptual And Practical Perspective On Transdisciplinary Design, Mieke Van Der Bijl-Brouwer
DRS Biennial Conference Series
Transdisciplinary research is claimed to be essential in tackling today’s complex societal challenges. Transdisciplinarity includes collaboration and integration across academic disciplines, non-academic ways of knowing, and the ‘real world’ of citizens, professionals and other stakeholders. Design can contribute to transdisciplinarity by framing complex challenges, integrating knowledge towards synthesizing solutions, and providing participatory practices to engage with the real world. However, for design to be successful in transdisciplinary research contexts, a better understanding of transdisciplinarity and design is required. In this paper I present a conceptual and practical perspective on transdisciplinary de-sign. I show how design relates to three different conceptions …
Deep Products Via Undisciplined Stewardship: Towards An Environmentally-Led Design Pedagogy For The 21st Century, Fernando Galdon, Ashley Hall
Deep Products Via Undisciplined Stewardship: Towards An Environmentally-Led Design Pedagogy For The 21st Century, Fernando Galdon, Ashley Hall
DRS Biennial Conference Series
Designers are envisioning new typologies of products aiming for instance to ex-tract CO2 from the environment or creating products from landfill waste, in this context a fundamental question arises; what could be a philosophical framework for a subtractive practise in design? In this paper the notion of Deep Products is introduced by building from notions of Deep ecology, Deep Design, and steward-ship. This theoretical proposition addresses the design of products from a life-cycle perspective through contemporary notions of subtraction-by-design. The model presented transitions design to a model demanding extended projects considering every aspect of the life-cycle of products, from inception …
Touch Ground: Introducing Design Inquiry In Higher Education, Guido Stompff, Manon Joosten, Andrea Prince, Marleen Claessens, Willy Geurts, Anja Köppchen
Touch Ground: Introducing Design Inquiry In Higher Education, Guido Stompff, Manon Joosten, Andrea Prince, Marleen Claessens, Willy Geurts, Anja Köppchen
DRS Biennial Conference Series
In higher education, design thinking is often taught as a process. Yet design cognition resides in action and design practices. Dewey’s pragmatism offers a solid epistemology for design thinking. This paper describes a design research whereby Dewey’s inquiry served as the foundation for educating students. Three extensive educational case studies are presented whereby a design inquiry was introduced and became part of the curricula. It was found that students and coaches struggled with doubts experienced as a result of the co-evolution of problem and solution, means and ends. Four coping mechanisms were observed: (1) focus on problems, risking analysis paralysis; …
Critical Pedagogy And The Pluriversal Design Studio, Colin M. Gray
Critical Pedagogy And The Pluriversal Design Studio, Colin M. Gray
DRS Biennial Conference Series
Studio learning is central to the teaching of design. However, the disruption of the COVID-19 pandemic, alongside emerging and historic critiques of studio ped-agogy, creates a space for critical engagement with the present and potential futures of design education in studio. In this paper, I outline historic critiques of studio pedagogy, drawing primarily from critical pedagogy literature to frame is-sues relating to disempowerment, student agency, and monolithic representa-tions of the student role and student development. I build upon this critical foundation to reimagine studio practices as pluriversal, recognizing the challeng-es and opportunities of bridging epistemological differences and facilitating the potential …
A Place We Call Home: Curriculum For Land-Based Education, Adolfo Ruiz
A Place We Call Home: Curriculum For Land-Based Education, Adolfo Ruiz
DRS Biennial Conference Series
This paper describes initial research into the creation of curriculum that combines visual communication design with local Indigenous knowledge in the Tłı̨chǫ Dene region of subarctic Canada. This curriculum is intended for regional youth, and to be accredited by the Faculty of Extension at the University of Alberta. Situated outside dominant models of design education, the following sections illustrate the significant role that embodied knowledge and relationality can play in land-based pedagogy. As part of this discussion, the field of design is situated as an intermediary between an Indigenous community and a Western academic institution. Through a reflexive, narrative form …
A Community-Based Learning Program To Improve Wellbeing And Design Student Success, Marie Van Den Bergh, Mieke Van Der Bijl-Brouwer, Rebecca Price
A Community-Based Learning Program To Improve Wellbeing And Design Student Success, Marie Van Den Bergh, Mieke Van Der Bijl-Brouwer, Rebecca Price
DRS Biennial Conference Series
While the Pandemic has increased awareness towards student wellbeing in higher education (HE), it also exacerbated existing challenges. Specifically, students pursuing their master graduation thesis often find themselves isolated and overwhelmed due to the individualistic nature of their project and the pressure to create a ‘masterpiece’. In this paper, we provide insight into how designing for community can positively impact thesis design students’ motivation, sense of community and wellbeing, which we identify as drivers of student success. We discuss and evaluate a community-based learning (CBL) program we designed and implemented to improve student success during the master thesis journey of …
Who Designs For Policy?, Federico Vaz, Sofía Bosch Gomez
Who Designs For Policy?, Federico Vaz, Sofía Bosch Gomez
DRS Biennial Conference Series
This conversation asked participants to inquire about the skills and compe- tencies of those engaging in the practice of design for policy. We discussed the profes- sional background and training of people currently working as ‘policy designers’ and the knowledge and abilities these designers contribute when developing and imple- menting public policies, services, and governance. Likewise, we aimed to bring to- gether practitioners and researchers to debate the implications of creating specific dis- ciplinary profiles and how this can shape career paths within public administration. During the conversation, participants offered a set of mindsets, skills, and knowledge that they deemed …
Differential Moral Framing And The Design Imagination, Philippe Gauthier, Sébastien Proulx
Differential Moral Framing And The Design Imagination, Philippe Gauthier, Sébastien Proulx
DRS Biennial Conference Series
The objective of this paper is to provide a proof of concept for a pedagogical apparatus aiming to foster moral education and reflection about the inner good of their practice among apprentice-designers. We designed this tool with the aim of helping students understand how modern moral pluralism imprints professional mores, and how particular conceptions of the good life may affect the way they envision and devise how the world should be (and how they ought to design it). Our tool comes in the form of a role-playing game based on different species of worth coexisting in modern democracies, and that …
Internship As A Child: What Designers Can Learn Through Play With Children, Karen Feder
Internship As A Child: What Designers Can Learn Through Play With Children, Karen Feder
DRS Biennial Conference Series
When designing for children’s play, designers need to understand the people and the context for which they are designing. This paper studies what designers can learn through play when completing an internship as a child, meaning spending time with children in their everyday lives without a predefined agenda. The data material involves reflective letters written by former design students who participated in an internship four years ago, as part of a Master’s course in child-centred design for play. The analysis of the letters shows how designers learn about play, children, designers, the method, and reflection when doing an in-ternship as …
Democratic Design Literacy Research, Ingvill Gjerdrum Maus
Democratic Design Literacy Research, Ingvill Gjerdrum Maus
DRS Biennial Conference Series
This paper presents ideas about education and democracy embedded in studies on de-sign literacy for sustainability. The descriptions of one semi-structured group interview study and one action research study provided in three research papers are analysed in light of three different conceptions of education and democracy. The analysis outlines how the research methods used in situations in which students (1) engage in questions, introductions and tightly structured tasks developed from research-based knowledge; (2) interact with and share their thoughts and reflections in groups; and (3) respond to open-ended questions contribute to research enabling design education for democracy, design education through …
Design + Ethics: How Is It More Than The Sum Of Its Parts?, Deger Ozkaramanli, Michael Nagenborg, Delfina Fantini Van Ditmar, Sanna Lehtinen, Christine Schwobel-Patel, Laura Ferrarello
Design + Ethics: How Is It More Than The Sum Of Its Parts?, Deger Ozkaramanli, Michael Nagenborg, Delfina Fantini Van Ditmar, Sanna Lehtinen, Christine Schwobel-Patel, Laura Ferrarello
DRS Biennial Conference Series
The discussion of ethics in design has so far relied on theories and approaches from other disciplines. We argue that design can benefit from an explicit discussion on the ethics of its methods and practices that arises from within the discipline. This Conversation aimed at stimulating this discussion. Around 25 people attended in person, in addition to the online participants. We asked our audience about the main approaches they use for ethical inquiry and discussed the opportunities and challenges of applying these. We found out that ethics may best be framed as an invitation to care, without reducing it to …
Studio Matters, Derek Jones, Colin M. Gray, Lorraine Marshalsey, Elizabeth Boling, Nicole Lotz, James Corazzo, James Benedict Brown
Studio Matters, Derek Jones, Colin M. Gray, Lorraine Marshalsey, Elizabeth Boling, Nicole Lotz, James Corazzo, James Benedict Brown
DRS Biennial Conference Series
The chairs' introductory editorial for the theme track 'Studio Matters'.
Organizational Learning Through Collaborative Project-Based Service Design Course: The Flip Side Of The Coin, Suzan Boztepe
Organizational Learning Through Collaborative Project-Based Service Design Course: The Flip Side Of The Coin, Suzan Boztepe
DRS Biennial Conference Series
Collaborating with public or private sector organizations in project-based courses equips design students with key skills to future-proof their careers, but this gives only one side of the story as the key feature of these partnerships is that they are mutualistic collaborations. However, the benefits to organizations of collaborating are not fully explored. This paper presents a case study of partnerships with four different public organizations in a service design course over a five-year period. It argues that collaborating in project-based courses serves as risk-free experimentation and paves the way for organizational learning. The paper first reviews the existing research …