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ON-SITE LEARNING EXPERIENCE IN DESIGN EDUCATION: INDUSTRY-FOCUSED DESIGN STUDIO AS A COLLABORATIVE MODEL
Abstract
Collaborative project practices between industrial design education and industry provide a multi-layered basis for students to gain realistic experiences. However, there is still a significant gap between design education and industry in Turkey. For this reason, design education needs new opportunities and applications to be extended beyond university boundaries. This study presents a project of being a guest in the manufacturer’s house as an alternative practice in design education. In this project, a design studio course is conducted in a factory setting outside the university, combining academic knowledge with real-world production experience for students in design education, with an on-site learning approach. In this context, the aim of the study is to evaluate the impact of an industry-focused design studio course, structured through a collaborative approach, on students' learning motivation and contribution. The importance of the research findings in the study, which was structured as a case study within the scope of the qualitative research method, is based on its ability to bring a new perspective to the "on-site learning" process in the design studio course and to create a new application field within the context of university-industry collaboration.
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Considers the impact of the Internet and online courses on learning and teaching. Topics include cost-benefit issues; learning styles; teaching styles; satisfying student needs; continuous evaluation for quality assurance; technological issues; active learning and collaborative learning; interactivity; and online course content.
Designers are entrusted with increasingly complex and impactful challenges. However, the current system of design education does not always prepare students for these challenges. When we examine what and how our system teaches young designers, we discover that the most valuable elements of the designer’s perspective and process are seldom taught. Instead, some designers grow beyond their education through their experience working in industry, essentially learning by accident. Many design programs still maintain an insular perspective and an inefficient mechanism of tacit knowledge transfer.
Meanwhile, skills for developing creative solutions to complex problems are increasingly essential. Organizations are starting to recognize that designers bring something special to this type of work, a rational belief based upon numerous studies that link commercial success to a design-driven approach.
So, what are we to do? Other learned professions such as medicine, law, and business provide excellent advice and guidance embedded within their own histories of professionalization. In this article, we borrow from their experiences to recommend a course of action for design. It will not be easy: it will require a study group to make recommendations for a roster of design and educational practices that schools can use to build a curriculum that matches their goals and abilities. And then it will require a conscious effort to bootstrap the design profession toward both a robust practitioner community and an effective professoriate, capable together of fully realizing the value of design in the 21st century. In this article, we lay out that path.
To apply new technologies in industry, it requires knowledge about the specific technology. Since a new technology, such as Additive Manufacturing (AM), enters the industry slow, the knowledge transfer must be supported. AM is capable to produce end user parts by serial production. To implement this new technology into industry an Experience Transfer Model (ETM) supports the transfer of knowledge from the academic environment to professional engineers in industry. This paper presents the concept of the ETM, which transfer experience knowledge about identification expertise and design expertise in three steps: Input of theory, implementation of the theoretical knowledge and reflection of the approach. The validation of the ETM with Swiss SME showed a successful implementation of experience knowledge.
Interdisciplinary education is becoming a hallmark strategy for preparing and providing students with the skills necessary for addressing the complexity of our contemporary built environments.
In this paper, we examine how the studio model of education presents opportunities for increasing interdisciplinarity in the classroom. Specifically, we develop a pedagogical framework
for examining three educational themes: establishing rigorous forms of experimentation, developing collective understanding, and generating interdisciplinary collaboration. We identify that developing collective understanding is the most challenging of the three themes to frame, implement, and achieve in the classroom, suggesting interdisciplinary studio education should focus on sharing disciplinary vocabularies and improving students’ communicative techniques.
The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Taylor includes designer perspectives, forums derived from commentary by outside contributors involved in school planning, and a wealth of photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. © 2009 by the University of New Mexico Press. All rights reserved.
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
This book presents a disciplined, qualitative exploration of case study methods by drawing from naturalistic, holistic, ethnographic, phenomenological and biographic research methods. Robert E. Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting.
This paper presents three new techniques utilized in educating Industrial Design students, with a focus on collaboration, complex problem solving and user-centered contextual design. The first technique, in the form of a "total immersion" charrette, has proven to be an effective means of peer-learning, rapidly disseminating information from senior to lower level students. Additionally, this technique has been utilized to build both management and leadership skills, as well as introduce students to various "niche" aspects of Industrial Design. The second technique, large-scale product development and fabrication, has proven instrumental in developing interdisciplinary team building, as well as illustrating the precision and level of detail required to successfully fulfil real-world project expectations. Finally, the third technique demonstrates the importance of industry-sponsored design projects as a means for strategic and innovative product development.
Design involves solving problems, creating something new, or transforming less desirable situations to preferred situations. To do this, designers must know how things work and why. Understanding how things work and why requires us to analyze and explain. This is the purpose of theory. The article outlines a framework for theory construction in design. This framework will clarify the meaning of theory and theorizing. It will explain the nature and uses of theory as a general concept. It will propose necessary and sufficient conditions for theory construction in design. Finally, it will outline potential areas for future inquiry in design theory.
The paper considers what it means to capture design knowledge by embodying it in procedures that are expressible in a computer program, distinguishing several possible purposes for such an exercise. Following the lead of David Marr's computational approach to vision, emphasis is placed on ‘phenomenological equivalence’ — that is, first defining the functions of designing, and then specifying how people design.The paper goes on to describe design phenomena that a computational strategy of this kind would have to reproduce. All of them are integral to a view of designing as reflective conversation with the materials of a design situation, and depend on the idea of distinctive design worlds constructed by the designer. These phenomena include: the designer's seeing-moving-seeing, the construction of figures from marks on a page, the appreciation of design qualities, the evolution of design intentions in the course of the design process, the recognition of unintended consequences of move experiments, the storage and deployment of prototypes, which must be placed in transaction with the design situation, and communication across divergent design worlds.Considered as performance criteria for a phenomenologically equivalent computational designer, these phenomena are formidable and threatening. Considered as performance criteria for the construction of a computer-based design assistant, however, they may be highly evocative.
Incl. bibl., index. It is argued that professional education should be centered on enhancing the professional person's ability for "reflection-in-action," which is learning by doing and developing the ability for continued learned throughout the professional's career. Examples are drawn from an architectural design studio and the arts to demonstrate how reflection-in-action can be fostered in students and therefore in professionals in all areas. The approach involves active coaching by a master teacher, including giving students practice facing real problems, testing solutions, making mistakes, seeking help, and refining approaches. Extensive dialogues between teachers and students illustrate how reflection-in-action works, what encourages it, and behavior or attitudes that can prevent the development of reflectiveness. [ERIC]
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