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: 2nd Dec 2022, 10:26:08am CET
Session Chair: Erik Bohemia, SUAD / OsloMet Session Chair: Liv Merete Nielsen, OsloMet Session Chair: Linlin Qiu, Interpreter/Shandong University of Art & Design Session Chair: Ting Yu, Interpreter/Shandong University of Art &Design
Interpreters: Ting YU and Linlin QIU
Editorial: Design Learning Environments
Katja Thoring1, Nicole Lotz2, Linda Keane3
1Anhalt University, Germany; 2The Open University, UK; 3The School of the Art Institute of Chicago, USA
The track on "Design Learning Environments" has explored the question of how the physical and digital spatial environments of educational institutions can be designed in order to better facilitate learning.
Design Thinking to Improve Creative Problem-solving From Kindergarten to Higher Education
1Universidad del Desarrollo, Chile; 2Kelefors Consulting, USA; 3Appalachian State University, USA; 4Design for Change, Chile
As educators increasingly adopt design-based methods outside of design disciplines, we wondered about the impact of incorporating these approaches on students and teachers’ educative experiences. This track includes eleven articles that explore how children, youth, and teachers in schools and universities have taken up design thinking and other design-based models. The track also offers two design-based teaching models presented as workshops. In the following text, we present arguments that justify the incorporation of design in general education –both at the school and university level–, synthesize some empirical evidence from the scientific literature, present the contributions gathered in our track, and offer some questions to guide future research.
Empowering Critical Design Literacy
Oslo Metropolitan University, Norway
In track 02, we invited design researchers and educators to explore, and crack open critical design literacy as a subset of design literacy. At the core of critical design literacy, we suggested the ability to connect to real-world dilemmas with empathy, reject destructive products of human creativity and focus on problems that are worth solving. The main concern of the track is the exploration of current educational practices, academic discourses and implications of design education empowering for critical design literacy at a specific level of education or across levels (kindergarten to PhD).
Introduction: Collaboration in Design Education Theoretical and Methodological Frameworks for Learning Through and From Partnerships
Naz A G Z Börekçi, Fatma Korkut, Gülay Hasdoğan
Middle East Technical University
We made the call for this track with the hope of exploring the benefits and challenges of collaboration in design education, through theoretical and methodological frameworks displaying how various stages of the collaboration are managed, communication between partners is maintained and commitment of parties to design education is sustained. Collaboration carried out in design education, brings with it opportunities and challenges for all parties involved, namely, the university, the students and the partners. Partnerships and collaboration in projects is a significant part of design education, feeding the academy with experiences incorporating different approaches, knowledge and tools, and enriching the overall outcomes. Such collaboration provides insights to the academy on the expectations of various partners from the professionals of design, affecting in return how the professionals-to-be are equipped in design education with the knowledge and skills related to their field.
Sketching & Drawing Education and Knowledge
Bryan F. Howell1, Jan Willem Hoftijzer2, Mauricio Novoa Munoz3, Mark Sypesteyn2, Rik de Reuver4
1Brigham Young University, United States of America; 2Technical University of Delft; 3Western Sydney University; 4MODYN Design Agency
Design sketching and drawing (education and knowledge) are inherently visual and multimodal (cognitive coding) and rapidly evolving in contemporary culture. Today, sketching and drawing research in design education is primed for reinterpretation and new contextualisation. Discussions about analogue and digital sketching, live and online education, traditional and emerging visual domain contexts, generative and explanatory visual knowledge, and emerging technology tools and methods have seeded the ground to reassess our relationships with the role and values of sketching, drawing education, and visual knowledge in general. This track includes three articles and two workshops that explore these emerging trends. The first article is a visual paper (a non-written academic output) and explores the power of sketchnoting and visual knowledge as taught to first-year design students. The second paper is a case study examining how a hand-drawing course was successfully converted to a hybrid digital/analogue, live/online course during the COVID pandemic. The third paper explores the experiential reading differences between and visual (sketched) and verbal (written) research articles. Our first workshop explores how emerging virtual reality (VR) technologies are changing traditional design workflows. Workshop participants will ideate, sketch, simulate, and produce a 3D-printed artefact. Our second workshop will utilise Miro, an emerging robust visual-based tool that helps users organise their content wholistically. Participants will visualise a research project and enable collaboration opportunities using the tool. Sketching, drawing, and visual knowledge are rapidly evolving, and the contributions from this track should expose design educators to current thoughts and activities that demonstrate these changes.