Section 2: Teaching-learning Methodologies

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It is universally acknowledged that as a discipline, design is distinctly different from the study of the humanities or science. The study of design involves creative explorations and the design process involves the three activities of analysis, synthesis and evaluation. Over the past several decades, design curricula, design pedagogy and the teaching-learning methodologies have evolved from the illustrious traditions of the Bauhaus and the Ulm schools of design education. There has been a conscious attempt on the part of many design institutions and universities across the globe to redefine their teaching and learning methodologies to meet the requirements of new design disciplines powered by ubiquitous technologies, growing interest in collaborative practices, and increasing awareness of the need to preserve the local while embracing the global.

With the changing global paradigms, the role of the designer is changing from that of a creative artist to that of a strategic innovator. In this context, not just the design curricula, but the traditional methods of teaching/learning need to be re-oriented and complemented with new approaches with a view to synthesise the best of tradition and modernity. The papers included in this section throw light on the initiatives taken by some design institutions and universities to evolve teaching/learning methodologies for some of the design disciplines. Jack Ingram and Marie Jesfioutine of Birmingham Institute of Art & Design, UK, for instance, describe the evolution of a Product Design MA in which knowledge and skills that students bring with them are encouraged through “carefully specified” educational technology. They make a case for a learning rather than learner-centred approach to design education. Lindsay Marshall and Lester Meachem of School of Art & Design, University of Wolverhampton, UK, investigate the way software is taught in relation to other aspects of design education, and address how students can become sufficiently conversant with appropriate software in the context of developing their individual creativity. Lawrence Zeegen of University of Brighton, Brighton, UK, expresses fears that students are increasingly looked upon as “clients” and that too many courses in design are trapped in stranglehold of assessment regulations and inflexible modular structures, offering methodologies and systems that work against and hinder rather than encourage and support the flow of creativity.

These and the other papers included in this section make a strong case for design education to adopt teaching/learning mechanisms that enable student designers to break boundaries, challenge rules and attempt new methods and take risks while solving complex design problems.
        Teaching-Learning Methodologies          
  1. Wicked Problems and Shared Meanings: Evaluating Design Competence G. Baxter & N. Laird

  2. Nurturing Students to Think Creatively in Design Education Alex Fung, Alice Lo & Mamata N. Rao

  3. Holistic Approaches to Creativity and Design Education Krishnesh Mehta

  4. Training Perception: The Heart in Design Education Katja Tschimmel

  5. Preparing Design Students for their Future Industry Profession: How to Encourage student Innovation and Creativity in Design Education Programmes Anne Normoyle

  6. Design Voice Pravin Sevak

  7. Keeping Off the Straight and Narrow Laurene Vaughan

  8. It is not the Winning; it is the Taking Part Lawrence Zeegan

  9. Using Electronic Learning Contracts in Art & Design: Experiences and Reflections on Learning & Teaching Robert Jerrard & Marie Jefsioutine

  10. Practise Learning Through Practice: Learning Software Through the Process of Designing Lindsey Marshall & Lester Meachem

  11. Pushing Against an Open Door: Ambient Technology and the Learning Experience Jack Ingram & Marie Jefsioutine

  12. A Design Development Process of a Web based Online Course: An Art Education Course Case Study Peter Kwok Chan

  13. Foundation Studies and the Paradigm Shift from Hand to Digital Skills Wendy Adest

  14. Teaching Brand Design: A Visual Communications Design Course Case Study Peter Kwok Chan

  15. View-like Drawing Skills in Graphic Design Education Laszlo Lelkes

  16. Origins of the Teaching of Product Design at the Design Faculty of Politecnico in Milan Serena Selva 

  17. Design Education for the Under-privileged R. Sandesh




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