Marina Emmanouil

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• PhD
• Chair at American College of Greece

This report consists of the results from implementing the co-creation paradigm in the education. It was created from international team during the project T-CREPE - TEXTILE ENGINEERING FOR CO-CREATION PARADIGMS IN EDUCATION, co-funded by the Erasmus+ Programme of the European Union. Topics as planet platform, ChoiCo games, using simulation software...

The state-of-the-art literature indicates an increasing need for co-design education as it is imperative to equip future designers with the co-designing mindset. This derives from the significance of involving ‘people with lived experience’ in co-design processes to better meet their needs. However, the traditional design education system seems to...

: The role of design is evolving rapidly, requiring new skills and roles for future designers to adapt to the new era of design that began with the increasing globalisation, complexity, and uncertainty of the problems. One of the emerging roles of designers is the facilitator role, which allows designers to bring people with lived experience togeth...

As emphasised by various researchers, the role of designers is now less about ‘designing for’ and more about ‘designing with’ users and other stakeholders. The main reason behind this shift relates to the importance of the active involvement of ‘people with lived experience’ in co-design. Now, designers are also expected to facilitate the active pa...

Co-creation is a process in which multiple stakeholders - who would be affected by the outcome of a design process - come together and share ideas to reach innovative solutions. Nowadays, co-creation is seen as the key to innovation. However, due to its complexity and unfamiliarity to non-designers, co-creation requires the support of a facilitator...

This work scrutinizes the PhD research conducted on the changing role of the designers and co-design education through the lens of sustainability. As emphasized by various researchers, the designers’ role is less about ‘designing for’ but more about ‘designing with’ users [1, 2, 3]. This shift is caused mainly by the clear understanding of the fact...

Due to a rapidly transforming world, design education needs to adjust itself. To do so, it is essential to understand curriculum gaps in the discipline. This systematic review (n = 95) reports on these gaps and the future readiness of design curricula. The search strategy consisted of both a database search, and discipline-specific journal search i...

Recent technological advancements have a fundamental potential to transform 21st century textile engineering [1]. Thus, it is essential to further incorporate innovations in industry. In textile engineering education alike, innovative teaching methods, for instance, learning through virtual reality [2], learning by making [3], and game-based learni...

Design Thinking (DT) is not merely a well-known design methodology but also an entire mindset towards solving complex societal problems in an innovative way.Its popularity in diverse disciplines beyond design, is due to its relation with thedevelopment of key 21st-century skills, such as creativity, critical thinking, collaborationand communication...

The unprecedented COVID-19 pandemic has led to the acceleration in digitalization and hybridization in education. Especially in design education, distance learning can be considered more challenging due to its dependence on learning by doing and learning with/from peers through face-to-face interactions. However, the COVID-19 pandemic underscored t...

Game-based learning and game-design approaches have been utilized in teaching complex and diverse subjects such as programming, mathematics, and linguistics in order to enhance student involvement, enjoyment and commitment (Squire, 2003). In the design domain, unconventional and creative techniques are also employed due to the design process’ non-l...

This paper reports on a study currently conducted in the scope of an Erasmus+ KA2 project on the subject of co-creation in design education. A case study was carried out on a third-year bachelor design engineering course (“Co-creation”) at which 48 students from different study disciplines, levels and countries worked together in groups to tackle s...

Recent technological advancements have a fundamental potential to transform 21st century textile engineering [1]. Thus, it is essential to further incorporate innovations in industry. In textile engineering education alike, innovative teaching methods, for instance, learning through virtual reality [2], learning by making [3], and game-based learni...

Design and creativity have been a considerable force for improving life conditions. A lot of effort has been invested in explaining the design process and creativity mainly through the design thinking methodology, but design accountability and responsible actions in the design process are, yet, to be fully explored. The concept of design ethics is...

Design thinking can be seen as a fundamental premise to approach solving a problem in an innovative way [1]. It is especially valuable at situations in which challenges are complex and ambiguous. Design thinking includes two distinct approaches: diverging and converging. It requires both a flexible way of understanding, to come with various ideas,...

"Multi-perspectivism as a philosophy of education" has a predominant role in the mission statement of Ghent University [1]. It opens up a path towards a critical and active participation into the society of today and the future. Within the framework of multi-perspectivism, a novel course has on "Co-creation" been set-up that is offered as an electi...

We consider creativity as the ability to see situations in an original and unusual way. Design thinking techniques are suitable to introduce the differences between divergent and convergent thinking to newcomers at creativity. However, these beginners might feel that the model of design thinking restricts them in this liberating activity. Also, the...

Perhaps more than any other professional group in modern history, designers have felt compelled to undertake the responsibility of addressing and engaging with societal problems in their practice. Initially, this liability involved concerns of form and production methods during the industrial revolution era, and developed into existential, ethical...

The two-day Balkan Locus-Focus symposium intended to offer first insights on the yet silent and poorly recorded histories of communication design in the Balkan peninsula, focusing on the period from the late 19th century to the present. This is the first attempt to comprehensively map visual communication (in the areas of graphic design, advertisin...

Article Selling this invisible, odourless, colourless, potentially dangerous and expensive form of energy (electrical power) has been a challenge throughout the developed world since the late nineteenth century. Greece’s nation-wide electrification in the 1950s was closely associated with the overriding post-war concept of progress and a modern, ci...

As in other countries across Europe, Greece's post-war reconstruction was directed toward rebuilding and reshaping the war-torn nation.1 The country's desperate call for international help was transmitted immediately after the end of the occupation in late 1944 via radio broadcasting, as well as through graphic means, such as charts, maps, and diag...