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09/1: Track | Futures of Design Education
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Doing research in design: inquiry of the key competences needed to integrate research in design practice.
1New Design University, Austria; 2University of Vienna, Austria
Over the last decades, design research and design practice have become intertwined in a new way and design study programmes have to react to these changes, providing students with the ability to link their creative practice with scientific research. Design education has to develop solutions for this new demand and support these profound changes of the discipline itself by addressing these issues from the very beginning of design education on, the BA-level. In order to better understand what the problems are when carrying out research in design, this paper aims to contribute to the topic of the integration of research in design practice by outlining results from a mixed-methods case study conducted at New Design University/Austria. In this study, required main competencies on the part of students in every phase of a holistic design process, which includes research as well as practice, were identified and quantitatively assessed by the students themselves and their teachers, followed by problem-centred interviews with students.
Learning Remotely through Diversity and Social Awareness. The Grand Challenge approach to tackle societal issues through diversity and creative thinking
Royal College of Art, United Kingdom
Covid-19 has brought unprecedented and unthinkable transformations that have drawn uncertainty across the world, in particular regarding the strategies that could most effectively help the global population undertake substantial behavioural changes. To reflect and generate a response to the societal flaws in safety procedures the pandemic has exposed politics, communications, logistics and global economies the Royal College of Art School of Design launched a Grand Challenge on Design for Safety which enquired the design capacity to draw behavioural propositions that leverage diversity, creativity and, generally, attitudes for addressing societal challenges proactively. This was explored by engaging a community of multidisciplinary and multicultural postgraduate designers, working remotely away from the studios, to think beyond solutions and imagine unthinkable ways to innovate. This diverse community of designers and thinkers became an asset for developing design strategies that, mirroring the initial hypothesis, generate knowledge for design to learn from the dramatic changes the world has experienced through the pandemic to inform more sustainable and equitable futures.
From Eyes to Ears How to deal with the acoustic element “voice” as a visual designer
University of Applied Sciences HTW Berlin, Germany
As part of the ‘software evolution’ (Mens, 2008), acoustic rather than visual interfaces are
increasingly developing into the decisive contact point in the interaction between the product or service and the user. Voices, ‘VUI’s, play an important role the design of communication, yet communication designers are not yet firmly established in this field and, for example, the process of voice selection is often described as a particular hurdle especially when the selection needs to align with strategic parameters of a brand. This raises several questions: What role can communication designers play in the future in the complex field of designing with voice? What are the specific challenges (and opportunities) for designers in this field? And how can design education respond?
This case study focuses on a project course with communication design students that addressed the topic ‘designing with voice’. It explores the element of voice in a design educational setting in terms of five aspects: module concept, sequence of activities, findings
and evaluation, and positioning communication designers in the context of VUI.
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