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igure 3. The relationships between the four cases based on two dimensions: locus and sector. The locus ranges from hyperlocal to multi-local. The sector ranges from design-based learning to design-based socio-economic development. (Wasserman, 2018)

Figure 3 igure 3. The relationships between the four cases based on two dimensions: locus and sector. The locus ranges from hyperlocal to multi-local. The sector ranges from design-based learning to design-based socio-economic development. (Wasserman, 2018)

Related Figures (5)

Figure 1. A brief timeline showing how the scale and scope of design have shiftec across three different conceptions of design. (Wasserman, 2010)
Figure 1. A brief timeline showing how the scale and scope of design have shiftec across three different conceptions of design. (Wasserman, 2010)
Figure 2. Adapted from Hattie, John. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. London: Routledge, 2009.
Figure 2. Adapted from Hattie, John. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. London: Routledge, 2009.
Figure 4. Singapore creative industries roadmap illustrates the supply push and demand-pull strategy used to “remake Singapore as an innovation and world design hub.” (Wasserman, 2012)
Figure 4. Singapore creative industries roadmap illustrates the supply push and demand-pull strategy used to “remake Singapore as an innovation and world design hub.” (Wasserman, 2012)
Figure 5. At the kick-off of the Revere Public Schools 2018 Student-Centered Showcase planning process, high school exhibitors engaged in an ice- breaker exercise. Data gathered from the pre-assessment served as a baseline of understandings prior to designing their exhibit experiences. (Wells-Papanek, 2018)
Figure 5. At the kick-off of the Revere Public Schools 2018 Student-Centered Showcase planning process, high school exhibitors engaged in an ice- breaker exercise. Data gathered from the pre-assessment served as a baseline of understandings prior to designing their exhibit experiences. (Wells-Papanek, 2018)
Figure 6. The RHS exhibitor’s pre-assessment culminated in a thoughtful sorting process aimed at identifying patterns and essential insights into common themes that were shared amongst students. (Wells-Papanek, 2018)
Figure 6. The RHS exhibitor’s pre-assessment culminated in a thoughtful sorting process aimed at identifying patterns and essential insights into common themes that were shared amongst students. (Wells-Papanek, 2018)
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Design pedagogyFutures Studies and ForesightThe Future of Design Educationdexign futures
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