Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

Abstract

This paper examines how to leverage the design studio learning environment throughout longterm Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within -and between series of -design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

Industrial Design Education in the Age of Digital Products

“…Their strategy to develop a harmony between these two seems to be limited to color and/or shape selection. This finding supports Kolko's (2011) and Wärnestål's (2016) arguments and calls for a search for teaching students about better strategies for integrative digital product design, starting from the concept.…”

“…1 The structure of the studio education in product design is still based on the strategies and methods mostly defined for the design of analog products (e.g., non-digital products). We lack knowledge on the ways of structuring the studio program and the methods of education for the design of digital products (Wärnestål, 2016).…”

“…In order to overcome this issue, Wärnestål (2016) proposes a model, to be applied in design education, with the integration of user-centered design process and transformation cycles. However, in his case, the model was developed and applied within an informatics program.…”

“…The design process in the studio is usually structured to mimic the prototypical design process models developed for non-digital products (e.g., Archer, 1984;Cross, 2008;French, 1985). The complexity of digital products calls for a different approach to design process (Wärnestål, 2016), which should also inform the product design studio pedagogy. The study reported in this paper addresses this concern and questions the pedagogical approaches (in relation to design process models) for preparing product design students as designers of digital products.…”

Design studio practice in the context of architectural education: a narrative literature review

“…The third dimension, "Digital tools supported for collaboration and mutual learning", explains the types of digital tools used for mutual learning and collaboration in selected literature. According to Pontus, digital tools for collaboration motivate welldefined, device-centric routine engagement (Pontus Wärnestål, 2016). Online collaboration through social media platforms, blogs, virtual workspaces and Web CT are the most commonly used collaborative digital tools.…”