Changing Design Education for the 21st Century

Meyer, Michael W.; Norman, Donald A.

doi:10.1016/j.sheji.2019.12.002

Cited by 189 publications

(140 citation statements)

References 6 publications

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“…Aspects of building knowledge were adapted by researchers from John Piaget, namely building understanding; Build a scheme and adjust to the scheme; Organizing experience; Equilibration and Stages of development (Santrock, 2011). The Build understanding is the process of building knowledge and understanding of something that is processed through the five senses to produce a scheme (Joubert & Wishart, 2012;Robson & Boray, 2016;Hipkiss & Varga, 2018;Meyer & Norman, 2020). The Build a scheme and adjust to the scheme is the process of assimilating the scheme with information and experience and accommodation in adjusting to the scheme to consider information and experience (Rustiadi, 2015).…”

Section: Building Knowledgementioning

confidence: 99%

Effects of the Google Meet Assisted Method of Learning on Building Student Knowledge and Learning Outcomes

Setyawan¹,

Aznam²,

Paidi³

et al. 2020

ujer

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The purpose of this study was to investigate the effect of the Google Meet media-assisted lecture method on building student knowledge and learning outcomes while learning from home (SFH). A quasi-experimental in the form of pretest-posttest control group design was used in this study. The sample was 96 first-year students (70 girls and 26 men; aged between 18-20) in the elementary school teacher education study program at the University of Trunojoyo Madura in the academic year 2019/2020. Researchers involved three intact classes; 1 class randomly selected as an experimental group and 2 classes as a control group. Knowledge Building Test (TMP) and Cognitive Learning Outcomes Test (THB) are administered as a pretest and posttest. The results of the two-way MANOVA revealed that students taught using the Google Meet media-assisted lecture method have posttest scores building knowledge and learning outcomes higher than comparison groups. Therefore, it can be concluded that the method of lectures assisted by Google Meet media has a significant influence on building knowledge and student learning outcomes in lecturing learning strategies in elementary schools.

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Section: Building Knowledgementioning

confidence: 99%

Effects of the Google Meet Assisted Method of Learning on Building Student Knowledge and Learning Outcomes

Setyawan¹,

Aznam²,

Paidi³

et al. 2020

ujer

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show abstract

“…There has been calls for more interdisciplinary educational practices in design where outputs can be intangible services not physical products [13] in order to address wicked problems [14] although this is often in addition to classical design disciplines rather than instead of. Norman [13] claims that "design schools do not train students about complex issues, about the interlocking complexities of human and social behavior, about the behavioral sciences, technology, and business" and as a result, graduates are ill-prepared for entry into the profession [15].…”

Section: The Evolving Contexts Of Design -Industry Education and Thementioning

confidence: 99%

Transforming Learning Through User-Centered Design Research Methods

Spruce¹,

Evans²

2020

AJAD

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This paper considers how design educators can harness the evolving nature of design practice to enhance learning for design students. It sets out the reasoning for embedding user-centered design research methods in the curriculum, describes the potential of these methods to transform learning and, as a result, better prepare graduates for their future career. Project-based learning was employed to explore the potential impact of embedding user-centered design research methods in the curriculum. Two project-based case studies, conducted with undergraduate design and design and marketing students in separate UK universities, illustrate how user-centered design research methods have been applied across traditional discipline boundaries. We report on student experiences immediately, and longitudinally (12 months) after the completion of the projects. Thematic analysis of semi-structured interviews with students on completion of the projects revealed that a more holistic understanding of the design process was developed through the use of user-insights generated as a result of engagement with these methods. While this process had caused positive tensions and recognition of the need to move beyond the self and to put themselves in other people's shoes, the insights generated informed subsequent design activity and provided a clearer link between research and design development. After 12 months, thematic analysis of follow-up interviews revealed changes in design practices through adoption of structured user-centered methods had led to an enhanced appreciation of contextual factors and underpinned and better justified design decisions. Detailed analysis of the findings informed the development of a Transforming Learning Framework which articulates how the adoption of user-centered design research methods shapes students longer-term understanding of, and approaches to, design. This framework conveys how new frames of reference and critical reflection led to an enhanced design skillset and mindset and as such provides new insights that have the potential to advance understandings of pedagogic practice. Finally, the research revealed that exposure to user-centered design research methods enhanced sensitivity to, and awareness of, user needs; increased understanding of context and the breadth of issues relevant in early stages of the design process; and amplified students confidence helping better prepare them for professional practice.

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“…In connection with the penetration of design into all spheres of human life, it is necessary to train highly specialized scientific personnel, each of which could develop specific approaches that are useful in problem areas of human life [12].…”

Section: Content Componentmentioning

confidence: 99%

Innovative ways of design education developing at the university

Shepilova

Golovanova

2020

E3S Web Conf.

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Design education is rapidly developing in unity with formation and strengthening of theoretical and methodological design basis. Changing requirements for the modern educational system provokes the search for innovative ways of development. Rapid introduction of distance education has made it possible to test experimental forms and methods of teaching design students. As a result of processing the experimental data, outdated models of the organization of the educational process, the lack of flexibility and variability of curricula and work programs of disciplines were revealed. It became necessary to adjust the educational process, taking into account modern mental characteristics of students, their levels of motivation, system of values and ideas about the profession of a designer, taking into account dynamic development of existing design directions and emergence of new specific branches. These factors determine the creation of a methodological model built into the context of design education, which should have such qualities as flexibility and adaptability to changes in the external environment. Implementation of flexible adaptive design teaching model becomes a source of innovative changes in this very external environment. To build a methodological system, the following methodological approaches were used: cognitive, reflexive, eutagogic, synergetic, personality-activity, heuristic-algorithmic, recursive-design.

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Changing Design Education for the 21st Century

Cited by 189 publications

References 6 publications

Effects of the Google Meet Assisted Method of Learning on Building Student Knowledge and Learning Outcomes

Effects of the Google Meet Assisted Method of Learning on Building Student Knowledge and Learning Outcomes

Transforming Learning Through User-Centered Design Research Methods

Innovative ways of design education developing at the university

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