Based on the educative proposal of Dennis Atkinson, this article discusses the written practices of two teachers who lecture for a Ph.D. in art education. The goal is to analyse the process of conceptual appropriation and curricular development over four consecutive years of this experience, in relation to both the pair of teachers and the students. Using a hybrid methodology, which combines autoethnography, self-study and the narratives of the teachers and the students, writing emerges as the main focus of the research, as it is an essential work instrument of the classroom, of the teachers’ personal reflection, and at the same time a spring that provides sources and means for its own analysis. It is through writing that one explores the appropriation of concepts as diverse as pedagogy of the event, real learning, intra-relation and intra-action, which leads to the process in which the teachers end up becoming the teachers yet to come.
{"title":"Arts education and writing as research and pedagogic practice: Critical perspectives in higher education or how we became the teachers yet to come","authors":"A. Paz, A. Caetano","doi":"10.1386/adch_00022_1","DOIUrl":"https://doi.org/10.1386/adch_00022_1","url":null,"abstract":"Based on the educative proposal of Dennis Atkinson, this article discusses the written practices of two teachers who lecture for a Ph.D. in art education. The goal is to analyse the process of conceptual appropriation and curricular development over four consecutive years of this experience,\u0000 in relation to both the pair of teachers and the students. Using a hybrid methodology, which combines autoethnography, self-study and the narratives of the teachers and the students, writing emerges as the main focus of the research, as it is an essential work instrument of the classroom,\u0000 of the teachers’ personal reflection, and at the same time a spring that provides sources and means for its own analysis. It is through writing that one explores the appropriation of concepts as diverse as pedagogy of the event, real learning, intra-relation and intra-action, which leads\u0000 to the process in which the teachers end up becoming the teachers yet to come.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"5 1","pages":"185-201"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82823715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study mainly examines the contribution of the virtual reality environment to architectural education. The primary aim of the study was to investigate the theoretical possibilities of VR technology in an interactive and participatory educational environment that would allow students to examine architectural components and inter-component relationships. A group of 160 volunteers participated in the study, with participants asked to design villas in both natural (non-VR) and virtual reality (VR) environments within a specific period. Designs made in both environments (VR and non-VR) were evaluated by a team of five experts (jurors). For the evaluation, jurors wore eye-tracking devices and were asked to comment on the designs in both environments. In the virtual reality environment designs, the following categories showed significant differences over the drawings in a natural environment: functionality, aesthetics, user perception of space and internal physical quality (light quality), indicating that the virtual reality designs were examined more closely by the jurors than were those in the natural environment. This study will contribute to design discipline if virtual reality systems are adopted in architecture education.
{"title":"Investigation of the contribution of virtual reality to architectural education","authors":"Ilker Erkan","doi":"10.1386/adch_00024_1","DOIUrl":"https://doi.org/10.1386/adch_00024_1","url":null,"abstract":"This study mainly examines the contribution of the virtual reality environment to architectural education. The primary aim of the study was to investigate the theoretical possibilities of VR technology in an interactive and participatory educational environment that would allow students\u0000 to examine architectural components and inter-component relationships. A group of 160 volunteers participated in the study, with participants asked to design villas in both natural (non-VR) and virtual reality (VR) environments within a specific period. Designs made in both environments (VR\u0000 and non-VR) were evaluated by a team of five experts (jurors). For the evaluation, jurors wore eye-tracking devices and were asked to comment on the designs in both environments. In the virtual reality environment designs, the following categories showed significant differences over the drawings\u0000 in a natural environment: functionality, aesthetics, user perception of space and internal physical quality (light quality), indicating that the virtual reality designs were examined more closely by the jurors than were those in the natural environment. This study will contribute to design\u0000 discipline if virtual reality systems are adopted in architecture education.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"12 1","pages":"221-240"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86005330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Service design has gained ground in the field of education. This article aims to reveal current approaches of service design applied to higher education pedagogy. The methodological approach is thematic literature review. Great variation in the application of service design can be found through review of selected literature. Three key categories were used for analysis: service, method and value. Four main approaches emerge from the results: service design applied on (1) courses and assignments; (2) pedagogical methods or models; (3) pedagogical applications for specific groups and (4) pedagogy outside formal education. Managers, teachers or researchers can use the results of this study to develop higher education pedagogy with service design approaches. Results also indicate possibilities for further research in the area of participatory design, international and national collaboration or value creation.
{"title":"Service design approaches and applications in higher education: A thematic literature review","authors":"Marjo Joshi, M. Alavaikko","doi":"10.1386/adch_00025_1","DOIUrl":"https://doi.org/10.1386/adch_00025_1","url":null,"abstract":"Service design has gained ground in the field of education. This article aims to reveal current approaches of service design applied to higher education pedagogy. The methodological approach is thematic literature review. Great variation in the application of service design can be found\u0000 through review of selected literature. Three key categories were used for analysis: service, method and value. Four main approaches emerge from the results: service design applied on (1) courses and assignments; (2) pedagogical methods or models; (3) pedagogical applications for specific groups\u0000 and (4) pedagogy outside formal education. Managers, teachers or researchers can use the results of this study to develop higher education pedagogy with service design approaches. Results also indicate possibilities for further research in the area of participatory design, international and\u0000 national collaboration or value creation.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"6 6","pages":"241-255"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72614001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides a new materialist perspective on design education within the context of decolonization in a South African higher education institution. It reflects on a specific case of design/research/teaching that transpired within the context of the Visual Communication Design curriculum at Stellenbosch University. A post-qualitative approach was followed; i.e. the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing. The research demonstrated that decolonization requires relentless processes of collaborative resistance and that active commitment to new materialist praxis can positively contribute to individuals becoming more attuned to recognizing moments of transformation within their situated present. It was found that integrating creative play with representational media such as text and layout design within the research process facilitated this. The more transformative moments became visible and felt, the more ‘real’ decolonization seemed to become.
{"title":"Becoming designer/researcher/teacher: Working towards decolonization of/through design in South African higher education","authors":"Karolien Perold-Bull","doi":"10.1386/adch_00019_1","DOIUrl":"https://doi.org/10.1386/adch_00019_1","url":null,"abstract":"This article provides a new materialist perspective on design education within the context of decolonization in a South African higher education institution. It reflects on a specific case of design/research/teaching that transpired within the context of the Visual Communication Design\u0000 curriculum at Stellenbosch University. A post-qualitative approach was followed; i.e. the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing. The research demonstrated that decolonization requires\u0000 relentless processes of collaborative resistance and that active commitment to new materialist praxis can positively contribute to individuals becoming more attuned to recognizing moments of transformation within their situated present. It was found that integrating creative play with representational\u0000 media such as text and layout design within the research process facilitated this. The more transformative moments became visible and felt, the more ‘real’ decolonization seemed to become.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"16 1","pages":"131-148"},"PeriodicalIF":0.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79871267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Risk is not a neutral term even in (western) contexts of art and design pedagogic practice, where risk-taking is entwined into the matrices of the academy from the macro to the micro: from institution to studio to tutor to student. Neither design education nor practice exist in a vacuum, so the conditions and contingencies of risk in contemporary design pedagogy are unpicked, in relation to place, process and people, as inter-connected (though often fragmented) components of study. Art school is examined as a transformative locus for risk: a conceptual-architectural site for knowledge but also a temporal space of subversion, within which the studio provides students with a relatively safe setting for risk in individual and collective formulations. Neo-liberal policies of standardization and competition are as embedded in educational institutions as they are across all levels of society: the resultant loss of agency is felt individually and collectively. This article reframes risk as fundamentally located and dialogic, an autonomous cooperative and collective action, underpinned by critical thinking and disobedient pedagogies. This is a transformative educational process anticipating change in an expanded mode of design in which the student members of the Alternative Art School are considered as critical agents, employing creative reflexivity as an antidote to the neo-liberal stifling of risk.
{"title":"Art school as a transformative locus for risk in an age of uncertainty","authors":"C. Gale","doi":"10.1386/adch_00016_1","DOIUrl":"https://doi.org/10.1386/adch_00016_1","url":null,"abstract":"Risk is not a neutral term even in (western) contexts of art and design pedagogic practice, where risk-taking is entwined into the matrices of the academy from the macro to the micro: from institution to studio to tutor to student. Neither design education nor practice exist in a vacuum,\u0000 so the conditions and contingencies of risk in contemporary design pedagogy are unpicked, in relation to place, process and people, as inter-connected (though often fragmented) components of study. Art school is examined as a transformative locus for risk: a conceptual-architectural\u0000 site for knowledge but also a temporal space of subversion, within which the studio provides students with a relatively safe setting for risk in individual and collective formulations. Neo-liberal policies of standardization and competition are as embedded in educational institutions as they\u0000 are across all levels of society: the resultant loss of agency is felt individually and collectively. This article reframes risk as fundamentally located and dialogic, an autonomous cooperative and collective action, underpinned by critical thinking and disobedient pedagogies. This is a transformative\u0000 educational process anticipating change in an expanded mode of design in which the student members of the Alternative Art School are considered as critical agents, employing creative reflexivity as an antidote to the neo-liberal stifling of risk.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"57 1","pages":"107-118"},"PeriodicalIF":0.9,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82304053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students’ effective learning experiences.
{"title":"Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques","authors":"D. Yorgancıoğlu, Sevinç Tunalı","doi":"10.1386/adch_00011_1","DOIUrl":"https://doi.org/10.1386/adch_00011_1","url":null,"abstract":"This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student\u0000 change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus\u0000 group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust\u0000 between a tutor and students in the feedback processes weakens the students’ effective learning experiences.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"57 1","pages":"19-32"},"PeriodicalIF":0.9,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90633599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given global population ageing, there is a pressing need to train students of design using methods that convey the impact of age-related vision impairments on the everyday function of older adults. Design students participated in an experiential study wearing goggles that simulated the prevalent markers of senescence and eye diseases, then completed everyday tasks such as walking down a hall and negotiating visual information. Results reflected the difficulty in detecting objects and signage as experienced by individuals who have visual problems. Students strongly agreed that the simulation experience was valuable and reflective comments on the experience provided insights regarding the perceived difficulty of walking as well as a heightened empathy towards those experiencing age-related eye problems. This study revealed that learning about visual senescence through lectures or cognitive emphasis curriculum could be strengthened by incorporating simulation as a teaching strategy to sensitize design students to the needs of older adults.
{"title":"Simulation and reflective experience: An effective teaching strategy to sensitize interior design students to the visual needs of older adults","authors":"Asha Hegde, Nicholas J. Bishop","doi":"10.1386/adch_00012_1","DOIUrl":"https://doi.org/10.1386/adch_00012_1","url":null,"abstract":"Given global population ageing, there is a pressing need to train students of design using methods that convey the impact of age-related vision impairments on the everyday function of older adults. Design students participated in an experiential study wearing goggles that simulated the prevalent markers of senescence and eye diseases, then completed everyday tasks such as walking down a hall and negotiating visual information. Results reflected the difficulty in detecting objects and signage as experienced by individuals who have visual problems. Students strongly agreed that the simulation experience was valuable and reflective comments on the experience provided insights regarding the perceived difficulty of walking as well as a heightened empathy towards those experiencing age-related eye problems. This study revealed that learning about visual senescence through lectures or cognitive emphasis curriculum could be strengthened by incorporating simulation as a teaching strategy to sensitize design students to the needs of older adults.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"72 1","pages":"33-49"},"PeriodicalIF":0.9,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76782901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Researching design pedagogies that enhance creativity","authors":"Susan Orr","doi":"10.1386/adch_00009_2","DOIUrl":"https://doi.org/10.1386/adch_00009_2","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"17 1","pages":"3-7"},"PeriodicalIF":0.9,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76900592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive psychologists have identified that introducing manageable challenges into the learning environment, coined as ‘desirable difficulties’ by Robert Bjork, helps students retain knowledge more deeply over time. Handling small, workable obstacles in the learning process slows down the learner and can have positive effects on retention and application. The more effort learners must apply to retrieve knowledge for a concept or skill, the more this process of retrieval enriches learning. While there is established literature on desirable difficulty in the field of cognitive psychology, the theory has not been applied to design education. The characteristics of the signature pedagogy of design naturally contain many of the key markers of desirable difficulty that drive learning retention. This article summarizes the major scholarship around the concept of desirable difficulty and explores applications for the teaching and learning of design, specifically around the signature pedagogy elements of critique, the design process and project-based learning.
{"title":"Using desirable difficulty concepts to enhance durable learning in design education","authors":"S. Rutherford","doi":"10.1386/adch_00014_1","DOIUrl":"https://doi.org/10.1386/adch_00014_1","url":null,"abstract":"Cognitive psychologists have identified that introducing manageable challenges into the learning environment, coined as ‘desirable difficulties’ by Robert Bjork, helps students retain knowledge more deeply over time. Handling small, workable obstacles in the learning process\u0000 slows down the learner and can have positive effects on retention and application. The more effort learners must apply to retrieve knowledge for a concept or skill, the more this process of retrieval enriches learning. While there is established literature on desirable difficulty in the field\u0000 of cognitive psychology, the theory has not been applied to design education. The characteristics of the signature pedagogy of design naturally contain many of the key markers of desirable difficulty that drive learning retention. This article summarizes the major scholarship around the concept\u0000 of desirable difficulty and explores applications for the teaching and learning of design, specifically around the signature pedagogy elements of critique, the design process and project-based learning.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"2 1","pages":"65-79"},"PeriodicalIF":0.9,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91189293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established literature, this article makes the case for the use of methods and practices developed in Participatory Action Research (PAR) to inform and enrich design practice, research and particularly education. The article identifies three shared areas between PAR and design that offer an opportunity for further interrogation; these are: a central concern of working with people; the use of iteration and reflection; and the measuring of success through change.
{"title":"Participatory Action Research and design pedagogy: Perspectives for design education","authors":"Aidan Rowe","doi":"10.1386/adch_00013_1","DOIUrl":"https://doi.org/10.1386/adch_00013_1","url":null,"abstract":"Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established literature, this article makes the case for the use of methods and practices developed in Participatory Action Research (PAR) to inform and enrich design practice, research and particularly education. The article identifies three shared areas between PAR and design that offer an opportunity for further interrogation; these are: a central concern of working with people; the use of iteration and reflection; and the measuring of success through change.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"1 1","pages":"51-64"},"PeriodicalIF":0.9,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89525869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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