scholarly journals A Case Study on Metaphorming for Creative Design Education

2011 ◽  
Vol null (32) ◽  
pp. 317-326
Author(s):  
박지다
Keyword(s):  
Design Education ◽  
Creative Design

ICT-ENABLED BOTTOM-UP ARCHITECTURAL DESIGN

2016 ◽  
Vol 10 (1) ◽  
pp. 26 ◽  
Author(s):  
Burak Pak
Keyword(s):  
Information And Communication Technologies ◽  
Design Education ◽  
Architectural Design ◽  
Communication Technologies ◽  
Self Organization ◽  
Literature Study ◽  
Bottom Up ◽  
Information And Communication ◽  
Ict Tools

This paper aims at discussing the potentials of bottom-up design practices in relation to the latest developments in Information and Communication Technologies (ICT) by making an in-depth review of inaugural cases. The first part of the study involves a literature study and the elaboration of basic strategies from the case study. The second part reframes the existing ICT tools and strategies and elaborates on their potentials to support the modes of participation performed in these cases. As a result, by distilling the created knowledge, the study reveals the potentials of novel modes of ICT-enabled design participation which exploit a set of collective action tools to support sustainable ways of self-organization and bottom-up design. The final part explains the relevance of these with solid examples and presents a hypothetical case for future implementation. The paper concludes with a brief reflection on the implications of the findings for the future of architectural design education.

scholarly journals TOOLS FOR RECORDING PROTOTYPING ACTIVITIES AND QUANTIFYING CORRESPONDING DOCUMENTATION IN THE EARLY STAGES OF PRODUCT DEVELOPMENT

2021 ◽  
Vol 1 ◽  
pp. 3159-3168
Author(s):  
Sohail Ahmed Soomro ◽  
Yazan A M Barhoush ◽  
Zhengya Gong ◽  
Panos Kostakos ◽  
Georgi V. Georgiev
Keyword(s):  
Product Development ◽  
Learning Process ◽  
Design Education ◽  
Development Process ◽  
Digital Fabrication ◽  
Prototype Development ◽  
Early Stages ◽  
Creative Solutions ◽  
Insight Into

AbstractPrototyping is an essential activity in the early stages of product development. This activity can provide insight into the learning process that takes place during the implementation of an idea. It can also help to improve the design of a product. This information and the process are useful in design education as they can be used to enhance students' ability to prototype their ideas and develop creative solutions. To observe the activity of prototype development, we conducted a study on students participating in a 7-week course: Principles of Digital Fabrication. During the course, eight teams made prototypes and shared their weekly developments via internet blog posts. The posts contained prototype pictures, descriptions of their ideas, and reflections on activities. The blog documentation of the prototypes developed by the students was done without the researchers' intervention, providing essential data or research. Based on a review of other methods of capturing the prototype development process, we compare existing documentation tools with the method used in the case study and outline the practices and tools related to the effective documentation of prototyping activity.

scholarly journals BRINGING SYSTEMIC DESIGN IN THE EDUCATIONAL PRACTICE: THE CASE OF GENDER EQUALITY IN AN ACADEMIC CONTEXT

2021 ◽  
Vol 1 ◽  
pp. 581-590
Author(s):  
Alexis JP Jacoby ◽  
Kristel Van Ael
Keyword(s):  
Gender Inequality ◽  
Design Education ◽  
Educational Practice ◽  
Design Approach ◽  
Academic Context ◽  
Traditional Design ◽  
Systemic Problems ◽  
Societal Problems ◽  
Systemic Design

AbstractThe field of design practice and design education is reaching out to address problems that cannot be solved by introducing a single product or service. Complex societal problems such as gender inequality cannot be solved using a traditional problem-solving oriented design approach. The specific characteristics of these problems require new ways of dealing with the dynamics, scale and complexity of the problem.Systemic design is a design approach integrating systems thinking in combination with more traditional design methodologies, addressing complex and systemic problems. This paper reports a systemic design approach in an educational context for the case of academic gender inequality. We show the way the problem was addressed and how design students were invited to take a systemic perspective, provide integrated interventions and take first steps in providing instruments for implementation. We conclude with the learnings from this case study, both on the process and the results.

scholarly journals Double (Hunch) Negative: Blending Practice/Research/Teaching and the Critical Imagination

2019 ◽  
Author(s):  
Eric Strain ◽  
◽  
Jose L.S. Gamez ◽  
Shai Yeshayahu ◽  
◽  
...  
Keyword(s):  
Design Education ◽  
Field Research ◽  
Practice Research ◽  
Design Practice ◽  
Think Tank ◽  
Practice Teaching ◽  
Present Design ◽  
Balance Of Forces ◽  
Continuous Field

In Duckler’s account of Michael Heizer’s Double Negative, the viewer becomes a part of the overall experience of scale, of site, and the knowledge of place. In a sense, perception, feeling, and scale hold a very complex relationship in the eye of the participant, and this brings Heizer’s earthwork closer to architecture than one might expect. This correlation between experience, scale perception, and placemaking can enrich the educational experience, thereby affecting the balance of forces that exist between academia, practice, and research. At least, that is the hunch that drew us to the 2019 Antwerp ACSA/EAAE International Teacher Conference. By discussing how a blend-ed set of practices (practice/teaching/research) enabled a mutually reinforcing dialog between the making of ideas, buildings, and landscapes, this paper will present design practice and the practice of design education as inter-related activities. Through our collaborative efforts, we have worked to make the space of inquiry a continuous field that reaches across conventional divisions between the academy and practice. Within this field, research helps ground “the hunch” while “the hunch” tempers the formality of research.Our hunch is this: that a case study of a recent design think-tank will illustrate how we see:• expertise developed in the academic environment can be incorporated into an inquisitive professional design practice;• the studio (both academic and professional) as a thinker space that should not follow a commercial agenda nor should it become a space absent of craft and speculation, urge and fascination, skill and imagination, criticality and creativity, individual formation and social consciousness.

Crowdfunding, Entrepreneurship, and Design Education

2017 ◽  
pp. 117-132
Author(s):  
Zhou Ding ◽  
Jiang Jiabei
Keyword(s):  
Data Collection ◽  
Future Study ◽  
Design Education ◽  
Creative Thinking ◽  
Industrial Design ◽  
Case Study Research ◽  
Design Procedure ◽  
Creation Process ◽  
Industrial Designers

The purpose of this paper is to develop further insights into micro-entrepreneurship programs participated in by Chinese industrial designers. A model of creative thinking is employed to explain the campaign creation process. A case study research in sample design entrepreneurs was designed and conducted, and it was composed of three steps: preparing for data collection, collecting the evidences, and analyzing the evidences. It was found that five main defects in creative thinking work as obstacles to crowdfunding success. In order to overcome these drawbacks, it is suggested that designers involved in micro-entrepreneurship programs should acquire the abilities of building prototypes, following the design procedure, finding and solving problems, defining ideation and applying the evaluation methods. Current findings and future study can contribute to the curriculum development for China's industrial design education.

Crowdfunding, Entrepreneurship, and Design Education

2020 ◽  
pp. 802-813
Author(s):  
Zhou Ding ◽  
Jiang Jiabei
Keyword(s):  
Data Collection ◽  
Future Study ◽  
Design Education ◽  
Creative Thinking ◽  
Industrial Design ◽  
Case Study Research ◽  
Design Procedure ◽  
Creation Process ◽  
Industrial Designers

The purpose of this paper is to develop further insights into micro-entrepreneurship programs participated in by Chinese industrial designers. A model of creative thinking is employed to explain the campaign creation process. A case study research in sample design entrepreneurs was designed and conducted, and it was composed of three steps: preparing for data collection, collecting the evidences, and analyzing the evidences. It was found that five main defects in creative thinking work as obstacles to crowdfunding success. In order to overcome these drawbacks, it is suggested that designers involved in micro-entrepreneurship programs should acquire the abilities of building prototypes, following the design procedure, finding and solving problems, defining ideation and applying the evaluation methods. Current findings and future study can contribute to the curriculum development for China's industrial design education.

scholarly journals Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context

2019 ◽  
Vol 11 (14) ◽  
pp. 3880 ◽  
Author(s):  
Jason Papenfuss ◽  
Eileen Merritt
Keyword(s):  
Narrative Analysis ◽  
Design Education ◽  
Sustainability Education ◽  
Sustainable Living ◽  
Descriptive Case Study ◽  
Global North ◽  
Field Notes ◽  
The Individual ◽  
Cautionary Tales

Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural, and worldview boundaries. In the present study, we conducted a descriptive case study of Findhorn Foundation College’s 5-week Ecovillage Design Education course. By applying a narrative analysis of archives, field notes, surveys, and interviews, we arrived at 17 different categorical elements across six major themes. Using the field data, we linked these categorical elements to three consistent pedagogical elements: ritual pedagogies, pedagogies of story, and collaborative pedagogies. We conclude by highlighting several inductive themes present in participant data that indicated potential hindrances, constraints, and cautionary tales regarding implementation of these pedagogies in higher education contexts situated in the Global North.

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