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Please note that all times are shown in the Central European time zone. The current conference time is: 1st Dec 2022, 06:13:41pm CET
p02: Plenary Session
Interpreters: Ning Wang & Hong Liang
Editorial: Alternative problem framing in design education
1North Carolina State University; 2Cornell University; 3Monash University; 4National Institute of Design; 5University of Maryland
Problem Framing helps designers define issues they want to focus on and make issues more focused and addressable. In Industrial design and several other design disciplines, designers use ‘pain points’ or points of friction in the user experience to support problem framing and to elucidate areas where they can intervene and improve the experience of the person they are designing for. Many design challenges start with a search for ‘pain points’ that designers can solve. This is a specific and useful type of problem frame. However, this can lead to an excessive focus on (and even fetishization of) the pain and distress of other people. There is also tension around who defines the problem and why.
The focus on pain and deficit approaches can send problematic messaging about a community’s lived experience, reinforcing a one-dimensional portrayal of these people as depleted or broken (Leitão 2020; Tuck 2009). The ways in which issues are framed can depend on one’s positionality and point of view. In the same way that designers can choose to frame issues around pain points, they can also choose to frame issues with other starting points that are not pain and damage-centered.
Co-creation of Interdisciplinary Design Educations
1OsloMet - Oslo Metropolitan University, Norway; 2Sao Paulo State University, Brazil; 3OCAD University, Canada; 4University of South East Norway
Exploring challenges related to co-creation practices when disciplinary world views 'crash' and what the implications of these are for design education.
Track 10 Editorial: Design Educators as Change Agents
1School of Design, Nanjing University of the Arts, Nanjing, China, People's Republic of; 2School of Design, Central Academic of Fine Arts, Beijing, China, People's Republic of; 3Shandong University of Art & Design (SUAD), Jinan, China, People's Republic of
In this track, the collection of the invited 16 submissions exemplifies teaching and learning experiences in design education research including 12 research papers, 2 case studies, and 2 workshop proposals. The submission explored the theme from different cultural perspectives which ranged from the insight of teaching creativity and design thinking, designers in a studio, design knowledge and methods applied in design classes, and the leadership and related course settings. Moreover, these studies employed diverse methods including verification research, case studies, exploratory study, protocol study, and empirical studies.
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