Design Education Strategy

Cultivating voice through personal manifesto-making – a strategy for developing accountability, ethics and integrity in tertiary design curricula

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Design Education Strategy

 

There has never been a better time for tertiary curricula to provide a learning framework for the development of personal as well as professional ethics and accountability. Research shows that tertiary education today should address the development and transformation of the self (Mezirow

Appropriate pedagogy for practice, the ha-ha in the higher education landscape

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Design Education Strategy

In this paper I argue that appropriate methods and approaches in university teaching require an on- going ontological and epistemological debate. A pedagogic orientation implies a framework for educational decision making and participation that can result in strategic educational failure if it is poorly understood.

Team mentoring – a vehicle to foster and encourage ethics and accountability in design education

The ethics of Ubuntu and community participation in design

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Design Education Strategy

In order to produce skilled design graduates schools regularly restructure their curricula to develop knowledge  characterized  by  continuous  advancements  applicable  to  the  ever-changing  design industry. New schools are in demand and a concern arises that these offer little more than specialized software training and do not sufficiently prepare students to become empathetic, thoughtful individuals that may serve the needs of society.  Former president of the International Council of Graphic Design Associations (ICOGRADA), designer and educator Jorge Frascara (2008, sp) confirms this:

Do the right thing- combat our unsustainable future with design education

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Design Education Strategy

Governments, policy makers and environmental activists across the globe, entered the 21st century with a renewed focus in combatting the impact of humanities unsustainable practices. To achieve this goal a paradigm shift towards being environmentally responsible and accountable is required in which humanity will have to adopt radical personal change. This paper therefore aims to address the unsustainable future that humanity faces through investigating the role of education as agents of change in motivating sustainable practices and inspiring personal, ethical conduct amongst university students.

 

Praxis of Design Education to the current Digital Culture Student

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Design Education Strategy

If “Design is shaped by the community and community shapes design” (DEFSA 2013 brief author), then how do we teach design to a culture that is engrossed within the ever-­changing information age, what is the impact of this ethos on the current day designer and design?

Critical Design as critique of the design status quo

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Design Education Strategy

Contemporary design practice (and theory) is growing up. There is evidence to support the emergence of a new breed of designer who is able to reflect on her or his role in society, and to be critical of what they make and what the resultant consequences of that may be.

Design is often used as a vehicle to criticise and comment on issues, highlight problems and shortcomings in society, and present views and perspectives. This suggests that design is at a distance and impartial, but the truth is otherwise. Design is ideological and an expression of the values mediated by the designer and commissioned by others. This is the status quo: affirmative design. When design steps away from this position and critiques itself, critical design is the result.

Cultivating sustainable thinking through employing a student-centred learning approach

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Design Education Strategy

In  order  to  save  both  the  planet  and  the  human  race,  society  needs  to  take  action  and  adopt  sustainable practices and approaches. The embedded modes of operations and encultured human behavioral patterns are under attack and radical changes are required, to ensure a future that provides sustainable  living conditions. Through employing various teaching and learning strategies, educators aim to convert the student’s approach and encourage  personal  awareness  that would stimulate   responsible  sustainability  thinking  and design. This paper  explains  how  behavioral  patterns   can  be changed  through  our  teaching  and  learning  approach  thus contributing towards an environmentally responsible design culture and society.
 

From 'banking‘ to 'stockvel‘: a critical reflection on the development of literacies

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Design Education Strategy

This paper presents an analytical autoethnographic reflection on the adaptations in approach to the teaching and learning of literacies that led to the writing and research-intensive literacies programme currently presented to first year visual arts students. It maps our practices to theory, and specifically to those of Freire, Lave and Wenger, Mezirow and the transformational education theorists.

Enhancing Learner Performance in Design Education for Disadvantaged Students

An examination of student formative assessment and face to face feedback in studio-based design education

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Design Education Strategy

Full Title: An examination of student formative assessment and face to face feedback in studio-based design education

A role for information architecture in design education: indeterminate problems in design thinking

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Design Education Strategy

When faced with complex problems that are situated in social reality many design students struggle to formulate meaningful and articulate responses to these problems. The cognitive skills required to solve complex problems are often learned only experientially. This paper argues for these latent, yet critical abilities, to be taught explicitly as part of a tertiary design education.

This paper initially reviews the theoretical underpinnings of design thinking with a specific focus on the reciprocal relationship of the design problem and the subsequent solution. A range of the formative cognitive requirements needed to solve complex problems situated in broader society and within disciplinary practice are described in reference to the theoretical framework.

The Politics of Change, Craft and the Bauhaus Reborn: New Relationships in Design Education

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Design Education Strategy

South African education systems straddle the developed/developing world schism, an old-school-style Eurocentric view has long tussled with an Africanist dialectic. Educators struggle with access and upliftment issues whilst implementing outcomes-based learning programmes and simultaneously maintaining academic standards. At Nelson Mandela Metropolitan University (NMMU), conscious of the need to build future capacity, innovation in teaching and learning is paramount and the issues identified above are constantly under debate. Experimentation is an ongoing aspect of teaching methodology.

The Ethical Dilemma of a Rapidly Receding Watering Hole: Implications For Design Education

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Design Education Strategy

Ethos, the origin of the word ethics, originally meant a place where animals frequent. When the herds gather at the watering hole how do they interact with other herds, species or competition? How do they behave in a way that they will be welcomed back?

Interdisciplinary Theory Teaching: Can One Size Really Fit All?

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Design Education Strategy

The Faculty of Art, Design and Architecture at the University of Johannesburg has diverse departments ranging from Architecture, Fine Arts and Multimedia to five different design disciplines. After years of being housed in geographically dispersed locations the faculty has recently moved into one building, and is in the process of consolidating and rationalizing the teaching programmes. One area of rationalization has been identified as the theory programme, and we have been assigned the task of identifying theoretical material and drawing up a single teaching programme that most departments could subscribe to.

Extending The Learning Landscape: Adapting To A New Student

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Design Education Strategy

According to Megan Hughes (2006) the generation that educators of the 21st Century have to deal with is referred to as “Generation Y”. They represent the by-product of the previous generation, i.e. the “baby boomers”, who heralded a “surge of new inventions and improvements” (Hughes, 2006), allowing the next generation benefits of improved technology and a much easier life.

“The Y Generation doesn't like hard work, even when it's for its own benefit, and is very much in love with anything that's 'instant'. “(Hughes.2006)

Design educators often adopt teaching and learning methods of a traditional nature. These practices may no longer be effective in the fast-paced world of tomorrow.

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