Planning to Learn: The Role of Interior Design in Educational Settings

Kaup, Migette L.; Kim, Hyung-Chan; Dudek, Michael

doi:10.14434/ijdl.v4i2.3658

Cited by 8 publications

(4 citation statements)

References 9 publications

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“…With this foreknowledge, the designer may determine that the real need is for portable storage solutions. Acting on this observation may not only save the school money, but provide a more responsive environment for students and teachers alike.The benefits of such informed designs are increasingly noted in popular press and scholarly articles (Irish, 2013;Kaup, Kim, & Dudek, 2013). Yet, following his examination of current architectural and design pedagogies, Salama (2015) characterized these methods as "high advocacy and low inquiry, " going on to state that current paradigms typically promote "deductive compartmentalized learning, " placing little emphasis on "developing or examining current theories" (p. 315).…”

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confidence: 99%

Students as Researchers, Collaborators, & End-users: Informing Campus Design

Huber

Waxman

Clemons

2017

IJDL

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Students in undergraduate design programs often lack opportunity to conduct original research and apply their findings to project solutions. Consequently, they struggle with identifying and framing a design problem, understanding the importance of research-based design, and how to appropriately apply research findings to the needs and desires of project stakeholders. In interior design, this unawareness can lead to design solutions that appeal to the eye, but lack defensible rationale and often do not solve the design problem, or meet user needs. Exposure to research methods and collaborations with practitioners may change how students approach design problems by fostering an empathetic understanding of the human experience.This design case describes a project design at two universities where 72 sophomore and junior students collaborated with furniture manufacturer Herman Miller, Inc. to generate original research before applying their findings to the redesign of informal learning spaces in their campus libraries. Constructivist Learning and Backward Instructional Design, guided the design of the project. The result of this engagement, exposed students to research methods and research integration strategies, who outwardly demonstrated more confidence in making decisions during the design process. While the long-term implications from this type of engagement are not yet evident, encouraging students to ground their design ideas on evidence they have gathered, and their analysis of it, may not only shape their future decision making, but potentially lead to more appropriate client solutions and provide students with coveted job opportunities in positions where evidence-based design is highly valued. Stephanie Clemons is a Professor in the Dept. of Design & Merchandising at Colorado State University. INTRODUCTIONOur students are preparing for future careers that will present many challenges and opportunities. The way they approach tomorrow's problems often hinge on the education they receive today. In this brave new world, these young professionals will certainly need to call upon their creative and critical thinking skills in equal measures. Consequently, as educators, we strive to assist our students in becoming keen observers of the human condition, responsive to the needs of others, and ultimately able to recognize the power of their decisions in influencing others' lives. Yet, design students' projects come to fruition on paper or the digital realm, in a somewhat altered reality, and they very rarely have the chance to design spaces that are actually constructed. Subsequently, they lack opportunity to see the long-term impact of their design decisions. Therefore, students often struggle with how to best frame a problem, understand its nuances, and may even misinterpret the needs and desires of their end users. This leads to design solutions that may appeal to the eye, but lack appropriateness for the occupants of the space. We felt that exposure to first-hand evidence-based design (EBD) practices and collabora...

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mentioning

confidence: 99%

Students as Researchers, Collaborators, & End-users: Informing Campus Design

Huber

Waxman

Clemons

2017

IJDL

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“…The MCS teachers confirmed that the teams' solutions accurately reflect their expectations. The teams' feedback, likewise, conveyed excitement and motivation toward the project's structure and pedagogical tools (Kaup, Kim & Dudek, 2013).…”

Section: Theoretical Backgroundmentioning

confidence: 98%

Pedagogy + Reflection: A Problem-Based Learning Case in Interior Design

Asojo

2021

IJDL

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Interior design education aims to provide students with real learning experiences. The authors, hence, combined problem-based learning (PBL) and design thinking to design a seven-week studio project in the Interior design program at a land-grant Midwest university. Thirty-two sophomores were engaged in different stages of the design process for the education wing of Minnesota’s official natural history museum in collaboration with Perkins+ Will, a global architecture and design firm. Students explored design thinking via interactions with stakeholders and practitioners who participated in the creation of the Museum. This approach allowed students to gain insights about the design challenge plus the pros and cons of their solutions. For seven weeks, students in teams of three immersed themselves in a diverse and real design environment. They learned how to communicate, collaborate, and compromise to accomplish the common goal of finding the most relevant solution for the design problem at hand. The authors collected students’ reflections on their learning experiences at the end of the project. This paper discusses the lessons we learned from this interior design PBL case.

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“…Dentro dos arranjos espaciais para ambientes de aprendizagem, sugere-se dar muita atenção à concessão de superfícies de trabalho flexíveis, sejam individuais ou agrupadas, de convivência e de armazenamento (Kaup et al, 2013). Quanto a equipamentos e devices de apoio às atividades, recomenda-se que sejam de peso leve, que permite o transporte e o manejo; de forma anatômica, relacionada com as características funcionais da mão (como por exemplo celulares), já que são equipamentos muito modernos, que suportam atividades diversas, desde que haja internet WI-FI disponível.…”

Section: Considerações Finaisunclassified

Análise do ambiente sociocultural das escolas públicas de Maceió, Alagoas

Sarmento¹,

Soares²,

Santos³

et al. 2020

Blucher Design Proceedings

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A escola é o principal lugar formador de cidadãos, no qual os estudantes são preparados para enfrentar o mundo do trabalho. A preparação dos jovens envolve tanto o desenvolvimento de conhecimentos, como aprender a se relacionar com os pares e professores. Este artigo apresenta uma análise do ambiente social e cultural de seis escolas estaduais localizadas em Maceió, Alagoas, utilizando dados do Projeto PIBIC/UFAL 2019-2020-Análise de Ambientes Educacionais de Escolas Públicas de Alagoas-Considerações sobre aspectos sociais, culturais e ambientais. As coletas foram realizadas entre novembro e dezembro de 2019, e participaram 124 estudantes de ensino fundamental e médio de escolas públicas. Os resultados apresentados caracterizam o perfil social e cultural desse grupo de jovens em processo de formação, e descrevem como se relacionam com os pares e com o ambiente da escola. As considerações finais apontam para medidas que devem ser consideradas para intervenção física e de gestão do ambiente da escola, para que sejam ambientes mais agradáveis, tecnológicos e acolhedores, visando uma educação com recursos digitais, no contexto do século XXI. PALAVRAS-CHAVE: Ambiente escolar, educação pública, percepção ambiental.

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Planning to Learn: The Role of Interior Design in Educational Settings

Cited by 8 publications

References 9 publications

Students as Researchers, Collaborators, & End-users: Informing Campus Design

Students as Researchers, Collaborators, & End-users: Informing Campus Design

Pedagogy + Reflection: A Problem-Based Learning Case in Interior Design

Análise do ambiente sociocultural das escolas públicas de Maceió, Alagoas

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