Designing Design Education. An articulated programme of collective open design activities

Abstract

Design Education is changing. Setting out from the awareness that “the\ud profile of design professions need not – and should not – remain what it is today”\ud (Findeli, 2001, p.17) and from insight suggesting that the “experimental approach\ud will become the “normal” approach in our future” (Manzini, 2015, p.54), the\ud authors worked on an articulated programme of collective open design activities\ud reflecting these changes. The activities focus on concrete experimentation on the\ud paradigm of distributed production, which modifies the articulation of known roles\ud and the traditional design education approaches. Therefore, the initiative aims at\ud involving important international design schools in a concrete design exploration of\ud this key issue for society and the design discipline itself. Manzini (2015) urged to\ud “look at the whole of society as a huge laboratory of sociotechnical\ud experimentation”: this practice is a remarkable example which may be used as a\ud model in the future on a larger scale

Designerly Ways of Transforming Design Education: A Review of Design Curricula Reforms Worldwide

“…In order to verify their research into learning objectives, research papers (n=4) report on quickly prototyping a section of a new curriculum in order to measure differences with the old curriculum [23], [25]- [27]. Brueggemann et al [25] report on the use of workshops, Collina et al [26] on the incorporation of Jams (intensive design-led workshops) in a summer school, Camacho and Alexandre [27] developed a case study within a course in collaboration with industry partners. At Umeå Institute of Design (UID) in Sweden and Aalto University in Finland, this approach was used to handle their curricula reform by prototyping solutions and making future decisions based on these prototypes [5].…”

Premissas de qualidade para o ensino superior em design: uma análise baseada em quatro perspectivas

“…Por isso, qualidade no ensino de design perpassa pela prática profissional, com a aplicação dos conceitos e técnicas na sociedade e "comunidades de prática" 6 , promovendo a transformação do indivíduo. (COLLINA, GALLUZZO, MAFFEI & MONNA, 2017;LAVE, J., & WENGER, E., 1991) É imprescindível que professores e estudantes frequentem as comunidades de prática já que um conceito ou técnica, torna-se conhecimento somente quando transforma o indivíduo. "O conhecimento está na troca entre os praticantes, em sua prática, nos artefatos de tal prática, na organização social, economia e política das comunidades de prática".…”

Circular Economy in Industrial Design Research: A Review

“…Many authors converge on the need to modify and broaden the current curricula of design schools to include key circular economy approaches and related processes for product design, co-creation, management, and marketing [110]. To this end, design education should more closely embrace experimental approaches in open design and distributed production paradigms, which can support the uptake of circular economy practices [111]. By focusing on open design and distributed production experiments and inviting others to participate in those experiments as a form of co-creation, a new cohort of future designers will be educated so as to be better prepared to contribute to a future circular economy.…”

“…Finally, the last category that emerged from our review groups papers that study how design education relates to the circular economy. Some of these papers analyze current curricula of design schools and note how these curricula should be modified so as to include key circular economy approaches (e.g., [110,111]). While at school, design students should be exposed to and possibly experiment with approaches such as open design or distributed production paradigms and get familiar with processes that can promote the circular economy.…”