Design Committed to the Issues of Teaching and Learning

2013

2022

This paper tries to illustrate the relevance of design for public education and evaluates its prospects and applicability in the context of German elementary education. German education is subject to intensive debates. The model it is based on (industrialism and academicism) does no longer answer the needs of current and future societies. Design, as an approach, has the potential to re-imagine education to better suit those needs and to link it to questions and challenges of daily life. The research for this paper was developed by reviewing literature, observations in elementary schools, interviews with teachers and collecting international cases of design application in public education. This work reports some of the observed problems and chances in elementary education in Germany, lists intrinsic design characteristics and the possible impacts they could have on general education and, upon reflection of these findings, proposes a method of how and a rationale for why design could ...

Strategic Design Research Journal, 2013

This document testifi es the attempt at critically interpreting certain formative models of the designer from an evolutionary point of view. The criteria used to draw up a historical mapping and perform a reading of some interesting contemporary case histories concern the comparison between the subjective approach (the unveiling of the author's personality and diff erent identity, considered as a subject under formation), on one hand, and the objective reproducibility of a process (project methodology), on the other. We have off set this line of interpretation with the relationship between the concept of trans-disciplinary (an encoded approach of transferring methods and tools from other disciplines), and that of non-disciplinary or "undisciplined" (in the sense of transcending the disciplines and therefore looking for innovation "outside the rules"). This analysis comprises profi les resulted from specifi cally disciplinary educational traditions (artistic and polytechnic); however, a profi le that is not formable within modern schools and which generates "out-of-context" designers also emerges. Lastly, a new profi le is outlined that insists on learning rules and methodologies, but makes the disobedience of said rules and methods the margin of originality and distinction (which depends on the qualities of the designer and his/her subjective capacity and creativity).

Kybernetes, 2007

Purpose-The paper seeks to make a substantial contribution to the still controversial question of design foundations. Design/methodology/approach-A generic hypercyclic design process model is derived from basic notions of evolution and learning in different domains of knowing (and turns out to be not very different from existing ones). The second-order cybernetics and evolutionary thinking provide theoretical support. Findings-The paper presents a model of designerly knowledge production, which has the potential to serve as a genuine design research paradigm. It does not abandon the scientific or the hermeneutic or the arts & crafts paradigm but concludes that they have to be embedded into a design paradigm. "Design paradigm" means that "objects" are not essential, but are created in communication and language. Research limitations/implications-Foundations cannot be found in the axiomatic statements of the formal sciences, nor in the empirical approaches of the natural sciences, nor in the hermeneutic techniques of the humanities. Designing explores and creates the new; it deals with the fit of artefacts and their human, social and natural contexts. Therefore foundations for design (if they exist at all) have to be based on the generative character of designing, which can be seen as the very activity which made and still makes primates into humans. Practical implications-The hypercyclic model provides a cybernetic foundation (or rather substantiation) for design, which-at the same time-serves as a framework for design and design research practice. As long as the dynamic model is in action, i.e. stabilized in communication, it provides foundations; once it stops, they dissolve. The fluid circular phenomena of discourse and communication provide the only "eternal" essence of design. Originality/value-"Design objects" as well as "theory objects" are transient materializations or eigenvalues in these circular processes. Designing objects and designing theories are equivalent. "Problems" and "solutions" as well as "foundations" are objects of this kind. This contributes to a conceptual integration of the acting and reflecting disciplines.

Escola Anna Nery, 2020

Objectives: To report experiences during a post-doctoral fellowship which included acquired knowledge about the method of Design Thinking and its dissemination in a scientific nursing event. Method: A report of experience conducted in Canada and the acquisition of new knowledge in research and teaching. Results: The fellowship established new knowledge in the fields of research and teaching. The most challenging opportunity was the introduction and adoption of Design Thinking. It increased awareness of the urgency to adopt a new paradigm to think, collaborate, teach, design, plan, execute and evaluate research-related activities. After participants reflected about Design Thinking, there was an opportunity to promote a pilot initiative to translate the knowledge about this concept and observe the participants' positive reception in a scientific event. Conclusion: The experience allowed the acquisition of knowledge beyond nursing and the stimulation of critical thinking; this strengthened the confidence to think and innovate in the production of knowledge. Implications for practice: It is undeniable that Design Thinking may revolutionize education if it is added to health courses as a cognitive tool, inspired by humanistic and empathic values, that reconstructs human inventiveness; this method assures the quality of services and products while respecting the customer's profile.

Educational …, 2003

The authors argue that design studies, like all scientific work, must comport with guiding scientific principles and provide adequate war-rants for their knowledge claims. The issue is whether their knowl-edge claims can be warranted. By their very nature, design studies are ...

Handbook of Research on Educational Communications and Technology, 2013

Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprising that the role of educational designers is rarely recognised in the educational research literature, studied empirically or supported in practice. This article argues that educational research stands to (better) support practice at scale when it is attuned to the needs of educational designers. First, mechanisms for knowledge production and use are discussed, including the linkage role played by educational designers in the educational infrastructure of most countries. Then, the importance of understanding and bolstering the linkage between research findings and the work of designers is discussed. Arguments are given for research to better support those who design for scale, along with sample research questions posed by educational designers. In these, a distinction is made between the knowledge designers crave to shape their products (curricula, assessments, teacher professional development) and the knowledge they need to shape the processes through which those products come to fruition. This article closes with a call for educational researchers to explicitly focus their knowledge creation and dissemination efforts towards research consumers with the largest direct effects on teaching and learning: educational designers.

Mathematical Thinking and Learning, 2019

2016

The aim of the present study was to design a university classroom as a learning environment that promotes knowledge creation. An exploratory study, which used images and Lego serious play materials, was designed and implemented at the Universidad Nacional in Costa Rica. The study uses serious play and flow theory as principles to create a learning space where students interact with each other and with the subject in order to create and share knowledge. The main data collected were videos with audios showing the interaction between students while participating in four different learning activities. The results indicated that the designed activities had the potential to promote the interaction between tacit and explicit knowledge, which support the knowledge creation process. The "World Café" activity contributed to the Originating Ba from which the knowledge creation process begins. The "Drawing a Poster" and "Constructing theories with Legos" activities were key in promoting the interaction between tacit and explicit knowledge. In addition, the fact that students had to translate their knowledge into concrete and understandable models strongly support the Dialoguing Ba. The Lego activity was fundamental in providing the Systemizing Ba. Furthermore, the use of drawings and Lego materials allow more embodiment participation and flow experience, which support the knowledge sharing.

DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016, 2016

The very definition of a university is a place where research and education are intertwined. When there is no research, a university will look like a place for vocational training, and when there are no students to teach, the university is no more than a research institution. This convention of research and education is firstly explained as a practice where research (as in the generation of new knowledge) informs education. So that education develops constantly and is ensured of the latest insights in the discipline. In a more sophisticated integration of research and education, the two pillars of university practice mutually support each other. In this paper we want to shed light on this mutual support alongside nine years of experience with design research in education, going beyond the mere practices of using students as simple test subjects filling in questionnaires, and proposing different levels of design research results instead.