Exploring the learning problems and resource usage of undergraduate industrial design students in design studio courses

Chen, Wenzhi

doi:10.1007/s10798-015-9315-2

Cited by 17 publications

(12 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We must bear in mind that learning is no longer considered an accumulation of facts, but rather the ability to construct knowledge in meaningful ways toward a well-defined problem (Bransford et al, 2000, as cited in Vanada, 2016, and one of the best ways to do it is through learning by doing.…”

Section: Learning By Doingmentioning

confidence: 99%

‘Virtually’ the same learning outcomes. A case study of a virtual client briefed communication project across borders

Duarte¹,

Riedl²

2021

icono14

View full text Add to dashboard Cite

As the world becomes increasingly more turbulent, complex and competitive, there has been an increased interest in creativity as the major force to prepare students for these demands. At the same time, digital native students today are used to working in an environment rich with instantly accessible information and knowledge, yet paradoxically students are less satisfied with their courses in the online environment. Educators are thus challenged to use innovative methods to nurture creativity online as they would do in the face-to-face classroom. In 2010, six European universities created an international project, named Cross Border Brand Communication (CBBC) that has taken place every year since but in 2020 took place online due to the Covid-19 pandemic. This article describes and analyzes the best practices resulting from this case and addresses the research questions as to whether the creative learning outcomes and teaching practices online are the same as face-to-face and to what extent are students satisfied with this learning environment. Reflection on the project and case indicates that although learning outcomes online are “virtually” the same, the student experience is inferior to such face-to-face projects.

show abstract

Section: Learning By Doingmentioning

confidence: 99%

‘Virtually’ the same learning outcomes. A case study of a virtual client briefed communication project across borders

Duarte¹,

Riedl²

2021

icono14

View full text Add to dashboard Cite

show abstract

“…Teachers have to understand those evolutions to take into account societal emerging issues, to open their mind to design opportunities and to enculture students (Strickfaden, 2007). In this context, teaching resources serve the identification of emerging trends (Geel, 2010, p. 32) necessary to define a "problem statement" and a "design brief" (Chen, 2016). They also nourish teachers' contributions and feedback (Demirbas & Demrikan, 2007) during design studio lessons.…”

Section: Background and Objectivementioning

confidence: 99%

Renewal of Design Teaching Resources by the Practice of Environmental Scanning

Akue¹

2019

Proc. Int. Conf. Eng. Des.

View full text Add to dashboard Cite

Teachers' resources renewal is a critical aspect of design education. Design teachers update and renew their resources to keep their lectures and project topics up to date, in line with contemporary issues and societal changes, and to assure their lifelong learning and professional development. Yet, few studies were published on resource renewal process in design education. Researches usually focus on teaching resources and cultural capital qualification. This paper analyses the resource renewal process in design education. Our methodology comprehends the construction of a conceptual framework based on Environmental Scanning, which was studied through a qualitative study involving fifteen design teachers in France. Our results show that design teachers update and renew teaching resources according to their personal areas of interest and students' needs. Their renewal process is different depending on whether they are creating lectures and topics, they are working with other teachers or with external partners. Relationships and networks appear important, teachers rely on their network of colleagues, design practitioners and project partners to access emerging issues.

show abstract

“…According to Brown et al (1996) in Chen (2016), learning resources are sets of information stored in various media and forms that aim to assist students in understanding the lesson [12]. When students meet problems in their learning proses, they need resources to encounter their problem, as Chiu (2010) stated that students would search or ask for learning resources to help them solve their problem.…”

Section: Learning Resourcesmentioning

confidence: 99%

“…When students meet problems in their learning proses, they need resources to encounter their problem, as Chiu (2010) stated that students would search or ask for learning resources to help them solve their problem. Furthermore, Brown et al (1996) also state that learning resources were used to help students' learning and to solve their learning problems [12]. In the area of instructional technology also give some explanation about definitions of learning resources.…”

Section: Learning Resourcesmentioning

confidence: 99%