Tackling curricula reforms as design problems : a review of design curricula perspectives
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| Název: | Tackling curricula reforms as design problems : a review of design curricula perspectives |
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| Autoři: | Brosens, Lore, Raes, Annelies, Octavia, Johannna Renny, Emmanouil, Marina |
| Přispěvatelé: | Grierson, Hilary, Bohemia, Erik, Buck, Lyndon |
| Zdroj: | DS 110 : Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021) ; ISBN: 9781912254149 |
| Informace o vydavateli: | Design Society |
| Rok vydání: | 2021 |
| Sbírka: | Ghent University Academic Bibliography |
| Témata: | Technology and Engineering |
| Popis: | In recent years, the responsibilities of designers in industry have drastically shifted. One of these developments is that designers are increasingly growing into jobs where they need to facilitate innovation in multidisciplinary teams [1]. Correspondingly, educators advocate for an adaptation of design education in relation to the advances in industry and society [2], [3]. The question therefore is how to design the future of design education, and to what extent can we continue with existing practices when re-modeling education? How can we scrutinise curriculum reforms for developing resilience to the challenging future world circumstances? Traditionally, university curricula are changed by slowly introducing new knowledge through disciplinary research. By researching into and about design, the extent of specialized knowledge grows and alters the content of university curricula. Under this standard practice, programs update one course at a time for the related users (current students and faculty members), but hardly any other stakeholders are involved [4]. Moreover, most curricula reforms are designed at the course or department level and mostly neglect a strategic, holistic, and multidisciplinary approach [5]. By reviewing universities’ practices towards reforming their curricula worldwide, it was found that design programs can in fact benefit from incorporating design research methodologies into those procedures, specifically, empathising, benchmarking, questionnaires, design probes, focus groups, personas, prototyping, and the application of an iterative mindset. In other words, it was suggested that a designerly way of thinking was needed. The term ‘designerly’, articulated in the 1980s by design theorist Nigel Cross [6], hints at the use of design specific ways to know things and find knowledge. Already, Umeå Institute of Design (UID) in Sweden and Aalto University in Finland, utilised this approach to handling their curricula reform by prototyping solutions and making future decisions based on these ... |
| Druh dokumentu: | conference object |
| Popis souboru: | application/pdf |
| Jazyk: | English |
| ISBN: | 978-1-912254-14-9 1-912254-14-X |
| Relation: | https://biblio.ugent.be/publication/8725579; http://doi.org/10.35199/epde.2021.38; https://biblio.ugent.be/publication/8725579/file/8725586 |
| DOI: | 10.35199/epde.2021.38 |
| Dostupnost: | https://biblio.ugent.be/publication/8725579 http://hdl.handle.net/1854/LU-8725579 https://doi.org/10.35199/epde.2021.38 https://biblio.ugent.be/publication/8725579/file/8725586 |
| Rights: | No license (in copyright) ; info:eu-repo/semantics/openAccess |
| Přístupové číslo: | edsbas.3C46125 |
| Databáze: | BASE |
Nájsť tento článok vo Web of Science | Abstrakt: | In recent years, the responsibilities of designers in industry have drastically shifted. One of these developments is that designers are increasingly growing into jobs where they need to facilitate innovation in multidisciplinary teams [1]. Correspondingly, educators advocate for an adaptation of design education in relation to the advances in industry and society [2], [3]. The question therefore is how to design the future of design education, and to what extent can we continue with existing practices when re-modeling education? How can we scrutinise curriculum reforms for developing resilience to the challenging future world circumstances? Traditionally, university curricula are changed by slowly introducing new knowledge through disciplinary research. By researching into and about design, the extent of specialized knowledge grows and alters the content of university curricula. Under this standard practice, programs update one course at a time for the related users (current students and faculty members), but hardly any other stakeholders are involved [4]. Moreover, most curricula reforms are designed at the course or department level and mostly neglect a strategic, holistic, and multidisciplinary approach [5]. By reviewing universities’ practices towards reforming their curricula worldwide, it was found that design programs can in fact benefit from incorporating design research methodologies into those procedures, specifically, empathising, benchmarking, questionnaires, design probes, focus groups, personas, prototyping, and the application of an iterative mindset. In other words, it was suggested that a designerly way of thinking was needed. The term ‘designerly’, articulated in the 1980s by design theorist Nigel Cross [6], hints at the use of design specific ways to know things and find knowledge. Already, Umeå Institute of Design (UID) in Sweden and Aalto University in Finland, utilised this approach to handling their curricula reform by prototyping solutions and making future decisions based on these ... |
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| ISBN: | 9781912254149 191225414X |
| DOI: | 10.35199/epde.2021.38 |