Conference Agenda

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: 1st Dec 2022, 05:40:54pm CET

 
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Session Overview
Session
10/4: Track | Design Educators as Change Agents
Time:
Sunday, 26/Sept/2021:
2:00pm - 3:00pm

Session Chair: Yang Zhang, Shandong University of Art and Design; Nanjing University of the Arts
Session Chair: Ziyuan Wang, CAFA
Session Chair: Ning Wang, Interpreter/Shandong University of Art and Design
Session Chair: Hong Liang, Interpreter/ Shandong University of Art & Design
Virtual location: Liaoning

if you are have difficulties to access the Zoom meeting please contact Liv Merete Nielsen

to access submissions’ abstracts and files please select the session's title

Interpreters: Ning WANG and Hong LIANG


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Presentations

What Have You Learned? An experimental approach in teaching Human Factors in Design to undergraduate ID students

Selen Sarıel

Istanbul Bilgi University, Turkey

This case study presents an in-class exercise as a way to learn about the course learning outcomes for a Human Factors in Design course carried out with undergraduate level industrial design students in the 2020-2021 academic year. The paper introduces the course content, comprised of the theoretical knowledge-sharing part, sample assignments and in-class exercises to define the context of the study. Watching the same short movie at the beginning and the end of the learning period, students responded to open-ended questions that encouraged them to think about how their perception had changed towards the content of the movie and to reflect on their take-aways from the course. Thematic analysis of the student responses helped identify the shared patterns in which students had developed an understanding of the human factors in design. A survey in the form of an in-class exercise also aimed to help students promptly be aware of the course outcomes to sustain their practices for upcoming design challenges.



Research on the Green Design Course in Industrial Design

Lu-Ting Xia, Chun-Heng Ho, Xing-min Lin

National Cheng Kung University, Taiwan

While improving people's living standards, the development and progress of science and technology have come with a series of challenges, such as resource depletion, environmental pollution, species extinction, and climate change resulting from global warming. As a demand for sustainable development in society, "Green Design" is expected to continue to be the focus of industrial design education in the 21st century. In this pa-per, 212 students from Zhejiang Gongshang University were selected as objects to car-ry out relevant research through experimental design. As indicated by the results, 1. Green design course exerts a significantly different influence on environmental percep-tion in the industrial design discipline. 2. Nature experience has a significantly different influence on environmental perception. 3. Industrial design education and nature expe-rience impose a significantly different influence on the improvement of environmental perception. Suggestions were made to provide students with a key made of green de-sign through nature experience activities, with a view to encouraging them to step into the world of nature of truth, goodness and beauty and enhancing their awareness of the environment.



Cultivate Leadership Contagion. A Speculative Grounded Theory Knowledge for Future Change Agents.

Francesco Galli1, Gerry Derksen2, Zhabiz Shafieyoun2

1IULM University, Italy; 2Winthrop University, USA

“Changing paradigma” can be defined as a sudden outbreak in the accepted social norm, a fundamental change in the way of thinking and a change of paradigm. Society and culture are two strongly intertwined realities. Every society is, therefore, the bearer of its own legacy and contagious. Today’s Cultural and Creative Industries’ education market is facing a rapidly mutating academic scenario.

The revolutionary change of the society and the increasingly sense of Cultural and disciplinary “contagious” request our universities to rethink their philosophies towards critical and creative education. In what ways is the industry’s uncertain future challenging the traditional pedagogy? In what forms could the creative leader curriculum be evolved to prepare future talents for this new paradigm? ( V.U.C.A Volatility, uncertainty, complexity and ambiguity )

By exploring one particular international “conversation in action", this paper investigates the implementation practice of embedding adaptive leadership in the internationalised creative education. The researchers explain the mutated role of the creative educator from the ‘instructor,’ who delivers the educational content to the students, to the ‘coach,’ who constructs the learning process for the future expert designers.

In conclusion, the authors indicate that future thinking for creative leadership needs to consider three factors: firstly, leadership thinking is not necessarily accessible for all expert designers; secondly, leadership signifies projecting the potentiality of taking responsibilities and develop critical thinking; lastly, the study implies that when facing the uncertainty of the organizational system, creative leaders should anticipate and induce, rather than simply react to the changing following the contagious.



 
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