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10/1: Track | Design Educators as Change Agents
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Interpreters: Ning WANG and Hong LIANG
Teaching values in design: a case study about how teachers enable students to go from knowledge to action
Malmö University, Sweden
Design education ought to create conditions for students to develop skills and competencies for working with values in design. Newly educated designers should take responsibility for their actions – become responsible designers that can contribute to a sustainable and sound development of society on all levels: social, economic and environmental. This case study paper provides an example of how teaching activities made available via an online open educational resource, that offers teaching resources for teaching values in design, can be appropriated to a specific educational setting. A selection of teaching activities and how they were implemented in class are described. Results produced by the students were analysed to see in what way the teaching activities enabled the student to go from addressing values in their work, to actually designing with values in mind. The paper ends with a concluding discussion about the potentials of design teachers to become change agents through their pedagogical practices that enable students to go from knowledge to action.
Mash Maker: Improvisation for student studios
University of Arkansas, United States of America
As design educators, we feel it’s imperative to prepare students for the wicked problems of the 21st century. Design Futures, the briefing papers released by AIGA in 2018, anticipates a complex future where design solutions must be increasingly open-ended to accommodate many layers of uncertainty. In an effort to model such unpredictable constraints, we developed the Mash Maker project, a design charrette that explores the collision of time and form through a system of carefully devised prompts. The conditions encouraged first-year design students to utilize improvisation methods, iteration, and collaboration while underscoring the value of process over outcome. Music provided a logical framework for exploring this relationship, precisely, hip-hop, which uses time-based characteristics for structuring sound (Caswell). In many ways, a beat mimics "the grid," a principle of design. Students designed songs in real-time using specific visual and typographic prompts. By designing and listening in tandem, students connected the auditory to the visual in a pro-process experience that often led to uncertain territory.
Transformative teaching practice through a design thinking approach in social settings: A Reflection on the delivery of a design research methods module in a graphic design programme at undergraduate level
1University of Chester, United Kingdom; 2The Manchester College (Novus Education), United Kingdom
An acknowledgement of the transformative nature of education; one in which design educators are seen as active agents of change, is not new. However, acknowledging the importance of such a phenomenon is fundamental to exploring academic practice in design education. In relation to social contexts and transformations, meeting stakeholders’ needs is increasingly significant to how universities set out graduate options and outcomes for students. Higher education is expected to play a key role in developing the multiple skills and capacities of design and creative subject students for future work in the creative and cultural industries (Ashton, 2017; Naudin, 2013; Nesta, 2007). The paper reflects the need to critically align with the key concerns of design thinking led education, in fostering “student’s creative and reflexive capacities” (QAA, 2019); subsequently developing student’s critical understanding and active participation in learning, through an emphasis on the development of critical pedagogies. The objectives of this paper are to: 1) Introduce the method and approaches of design thinking in learning environments. 2) Explore the challenges academics face negotiating curricula, learning outcomes and assessment while focusing on design thinking approach to learning. 3) Reflect on teaching practice through design thinking approach in social settings.
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