The Design and Implementation of an Innovative Course on the Creation of Cultural Landscape Images: A Case Study of Dalin Township in Taiwan

Abstract

Innovative design-based education is a student-centered approach that aims to nurture students’ proactivity, creativity, and interdisciplinary integrated skills. The curriculum planning of a course in this study incorporated design-based learning with the 4D design process. Three units were planned: field exploration and concept development, 3D wearable creations, and cultural landscape shaping. Each unit was co-taught by an interdisciplinary teacher. By means of teamwork, the students explored agricultural spaces and cultural stories, then used paper materials and mixed media to create wearable creations. Afterward, they visually recorded their unique views of traditional spaces and created cultural landscape images. To elucidate their learning outcomes and creative expression, this study adopted a mixed-methods approach. The results are as follows: (1) The students experienced positive growth in their five core competencies. Their “field-based knowledge” and “skills and technological value” were significantly improved. (2) The five major perspectives of the students pointed out that creativity stems from multicultural symbols, the learning outside-the-classroom approach reinvigorated motivation, more confidence is gained through learning by doing, teamwork can create more possibilities, and discovering one’s other interests is possible through diverse exploratory approaches. (3) The teacher summarized the feasibility of designing and implementing innovative courses under three themes: conversing with methods, conversing with cultures, and conversing with teams.

The effects of Teaching Practices Based on Biomimicry Approach on Learning-Teaching Processes

“…The research findings indicate that design practices rooted in the biomimicry approach yield positive outcomes across various aspects of student development. According to Hu (2023), these practices enhance students' communication abilities, foster collaborative interactions with peers, bolster domain-specific cognitive skills, shape a positive perception of technology's value, boost self-confidence, and elevate motivation and attentiveness levels. Furthermore, biomimetic projects serve as potent vehicles for knowledge and skill acquisition while instilling a mindset of sustainability and cyclical thinking (Gardner, 2012).…”

“…The effect of the biomimetic approach on the learner's affective characteristics and social skills: Although biomimicry studies are not directly aimed at developing affective characteristics, it has been established that learning motivation, leadership, collaborative work, environmentally friendly behaviours, as well as cognitive processes, contribute positively to students' affective characteristics and social skills. Research findings indicate that design practices based on the biomimicry approach positively improve students' communication, cooperation with peers, cognitive field skills and value perceptions towards technology (Hu, 2023). For example, in the study conducted by Yıldız (2023), when students' awareness of the biomimicry approach was established, it was observed that students' awareness of their environment and examples from nature increased and they began to give more examples, particularly of living behaviours.…”

“…The biomimicry approach significantly contributes to the development of metacognitive and affective characteristics, which are often underrepresented in curriculum objectives. Hu (2023) highlights that biomimicry aims to foster students' creative skills, cultivate their curiosity and motivation, boost their achievement and self-confidence through hands-on learning experiences, promote peer interaction through collaborative teamwork, and encourage the exploration of their own interests and expertise through various applied tasks. It is believed that further development and integration of this approach into education across different disciplines will greatly enhance students' acquisition of metacognitive skills and affective characteristics ( Alawad & Yassir, 2014;Avcı, 2019;Roobeek, 2019;Sumrall, Sumrall, & Robinson, 2018;Yakışan & Velioğlu, 2019;Urmann, 2016).…”

From Hi-Tech to Hi-Touch: A Global Perspective of Design Education and Practice

“…In this article, a case study of an innovative course that aims to promote the creation of cultural landscape images in Dalin Township, Taiwan, was presented [9]. The course combined both theoretical and practical components, using diverse teaching methods to engage students and promote their participation.…”