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01/4 & 05/4: Track | Design Thinking to Improve Creative Problem-solving: From Kindergarten to Higher Education & Track | Co-creation of Interdisciplinary Design Education
select the submissions’ title to access the submisions' abstracts and files
Interpreters: Ting YU and Linlin QIU
2:00pm - 2:20pm
Nordic Life Design - a holistic design approach and attitude to life
Danish School of Media and Journalism, Denmark
When discussing future education, we tend to focus discussions on defining future competen-cies on preparing students for an ever-changing labour market with job titles we cannot yet imag-ine. However, we often fail to recognise that our students, for years, have faced an extremely high degree of mental challenges, which indicates a need not only for new initiatives, but for rad-ical transformations in education: initiatives that represent a humanistic and holistic view, com-bining a broad focus on education, including new knowledge, with a clear focus on students' well-being, and vitality. This paper describes Nordic life design, a learning concept rooted in de-sign theory and practice that integrates knowledge from cognition, creativity, design, and brain science. The intention is to educate students not only for working life in a complex and ever-changing world, but for life in general. This paper details examples of incorporating Nordic life design in the higher education curriculum.
2:20pm - 2:40pm
A New Design Thinking Model Based on Bloom’s Taxonomy
National Cheng Kung University, Taiwan, China
A superior design thinking model can improve the quality of design education. In recent years, universities and design institutions already proposed many design thinking models around the world. Existing well-known design thinking models focus on cultivating students' creative thinking but ignore the product's inherent characteristics and users' demands. This paper proposes a step-by-step design thinking model based on Bloom's taxonomy, which is divided into lower-level and higher-level considerations. The lower-level consideration includes remembering, understanding, and applying, and the higher-level consideration includes analyzing, evaluating, and creating. The former integrates the function analysis method, form restriction method, and EGM to help students understand the target product and its users. The latter first evaluates any existing alternatives by using the AHP and then further redesigns the color and material of highchair to provide an optimum solution. A highchair was used as the example product for classroom teaching. Classroom teaching results showed that the new design thinking model can help students understand target products and user demands, thereby improving the concept design's feasibility.
2:40pm - 3:00pm
Challenges in Multidisciplinary Student Collaboration - Reflections on Student Peer Assessments in Design Education
Ghent University, Belgium
This paper reports on a study currently conducted in the scope of an Erasmus+ KA2 project on the subject of co-creation in design education. A case study was carried out on a third-year bachelor design engineering course (“Co-creation”) at which 48 students from different study disciplines, levels and countries worked together in groups to tackle societal challenges. This research aims to gain insights into students’ experiences and problems with regard to taking part in a multidisciplinary co-creation process by scrutinising student’s self-and peer-assessment reports. Findings refer to the essentials and challenges of multidisciplinary co-creation processes from a student perspective. In particular, soft skills were highlighted as fundamental skills while working with peers. Moreover, challenges in collaboration, specifically, in a remote learning environment during the COVID-19 pandemic, were noted. Recommendations were provided for design educators to ameliorate the multidisciplinary co-creation and learning environment in order to sufficiently prepare students for Industry 4.0.
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