Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 1st Dec 2022, 06:40:50pm CET

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Session Overview
08/4: Track | Design Learning Environments
Sunday, 26/Sept/2021:
2:00pm - 3:00pm

Session Chair: Katja Thoring, Anhalt University
Session Chair: Nicole Lotz, The Open University
Session Chair: Shan Gao, Interpreter/Shandong University of Art & Design
Virtual location: Ericuo

if you are have difficulties to access the Zoom meeting please contact Erik Bohemia

to access submissions’ abstracts and files please select the session's title

InterpretersShan GAO and Xingfu WANG

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The intellectual diet in pastoral spaces of activity in digital design education

Andreas Lanig

DIPLOMA Hochschule

During lockdown, students are excluded from the inspiring learning space of the university. Students receive a different "intellectual diet" here than they do in the university. In the studio learning of the traditional face-to-face university, the artistic and cognitive impulses are curated with a design pedagogical concept. This concept contains visual, intellectual and social impulses. This concept did not exist in the previous three semesters - it was left to the respective family and home environment of the students during the lockdown. While this is generally the case for distance learning students, it was exacerbated during the lockdown.

Students operate in remote-learning mode via primarily digital channels. For the case study presented here, the question of the holistic nature of these stimuli presents itself. The adjective "pastoral", for example, is to be understood as the hypothesis that, over the course of the past two semesters, in addition to subject-related teaching, teachers were partly responsible for the aesthetic and – this remains to be demonstrated – the pastoral dimensions of a degree course in design.

On the basis of in-depth interviews, the case study develops categories of teaching activity within digital spaces of action to which students attribute a particular degree of effectiveness. The feedback was evaluated by means of a written survey and in-depth interviews with students of online programmes at the bachelor's and master's level.

Rethinking experiential learning in Design education: the shift of the Systemic Design course to a multimodal online learning environment

Alessandro Campanella, Eliana Ferrulli, Silvia Barbero

Politecnico di Torino, Italy

The outbreak of the Covid-19 pandemic has generated serious consequences on the higher ed-ucation sector, highlighting its existing vulnerabilities and forcing it to face complex challenges. However, the current situation can also be seen as an opportunity to deeply rethink the learning activities and the environments in which they are carried out, whether online or in the class-room, designing long-term innovation plans that extends beyond the end of the crisis. The paper aims to explore the process of redesigning an experiential and social learning course for an online learning modality. The reported case study, the Systemic Design course held in the M. Sc. in Systemic Design at Politecnico di Torino (Italy), was analysed in order to identify and address its main challenges, related to the redefinition of its learning activities and the improvement of the interaction and cooperation between the different actors in a context of social distancing. The project led to the adoption of new strategies and tools, tested on the course itself.

Materiality of Space and Time in the Virtual Design Studio

Ruth M. Neubauer, Christoph H. Wecht

New Design University, Austria

Digital structures as well as time can be described as crucial material affordances of the virtual design studio space. We question the notion that digital spaces are inherently immaterial and intangible. We challenge the concept of presence and flexibility in the context of the virtual space, and claim that digital infrastructures can be as materially inflexible as physical worlds. Simultaneously we argue for the potential of understanding virtual spaces beyond binary conceptions of presence/absence. We use concepts of practice and materiality to analyse virtual spaces as distributed spatiotemporal structures that can be designed to afford flexibility. We are interested in the design of spatiotemporal spaces that on the one hand provide flexible learning environments and that teach on the other hand this understanding of materiality of virtual structures to its participants.

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