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).
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04/4: Track | Collaboration in Design Education
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2:00pm - 2:20pm
It’s the Cultural Difference That Makes the Difference: International Collaboration in Multidiscipline, Transcultural, Design Pedagogy
1Coventry University, United Kingdom; 2Communication University of Zhejiang, China
For three years, the Communication University of Zhejiang (CUZ), China, and Coventry University (CU), UK, have been collaborating in an annual project that sees multidisciplinary, transcultural groups of undergraduate and postgraduate design students engaging in projects that help prepare them for future employment as culturally aware global designers. Its focus is on an enhanced under-standing of the importance of cultural dimensions, research led collaboration, and the need for em-pathetic, coordinated communication. In these accelerated, Collaborative Online International Learn-ing (COIL) projects, the students self-direct their actions to rapidly break down initial inhibitions in becoming effective, creative problem solvers who, by the project’s end, possess an acute apprecia-tion of the role that cultural perspectives and cultural difference play in the design process. This case study discusses the latest COIL 2021 project – the design of an item of medical equipment. It offers examples of the culturally orientated outcomes and gives insights from participating students. It con-cludes with explanations of how the COIL pedagogic paradigm is transforming design pedagogy, both at CUZ and CU.
2:20pm - 2:40pm
Cross-Cultural UX Pedagogy: A China–US Partnership
1Purdue University, United States of America; 2Beijing Normal University, Beijing, China
The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an intercultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy.
2:40pm - 3:00pm
Process Based Collaborations: Spanning Boundaries for Future Provocations
1University of Kentucky, United States of America; 2University of Kentucky, United States of America; 3University of Kentucky, United States of America; 4University of Kentucky, United States of America
From the COVID-19 pandemic upending higher education, design education has been stretched, challenged, and reckoned with over the course of the past year. Against this backdrop, many have shifted their focus from in-person to online learning modalities. While understanding that is an accessible solution, we also recognize that is at a detriment to col-laboration and creation in traditional design education practices. Seeking to actively foster diverse ways of approaching interior design pedagogy, a collaborative team of faculty cre-ated a platform for multidisciplinary making to engage students in a semester-long work-shop series, entitled, Blender. Blender intends on creating inclusive learning landscapes im-buing making with optimism toward the future and the profession. Without question, this sense of collaboration and belonging created from Blender far exceeds the tangible out-comes of the physical output created by students. Faced with extended amounts of screen time, students readily engaged with the opportunity to reconnect with their peers, explore making in new robust ways, and create a community of making within their school, collaps-ing distances and stitching together new ideas.
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