The role of space in interdisciplinary collaboration in design education

Kaygan, Pınar; Aydınoğlu, Arsev Umur

doi:10.1007/s10798-017-9407-2

Cited by 2 publications

(1 citation statement)

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“…Design learning, as an important aspect of informed participation in design, enables non-designers to be actively involved in collaborative design activities as the core component of active learning. The interdisciplinary approach in teaching and research has been evolved from a trend in higher education to a necessity for academic institutions and industry (Rhoten, 2004) enabling students from different backgrounds and disciplines to learn design (Boddington, Kermik, & Ainsworth, 2016;Bronet, Eglash, Gabriele, Hess, & Kagan, 2003;Eppinger & Kressy, 2002;Fixson, 2009;Fu et al, 2015;Hauke, Cresswell-Maynard, & Craddock, 2015;Kaygan & Aydınoğlu, 2018). 3D printing can be used as a learning prop that facilitates teaching of abstract concepts (Astrachan, 1998) such as visual communication or the cognitive aspects of user needs.…”

Section: Discussionmentioning

confidence: 99%

Strategies for Empowering Collective Design

2019

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Collective activities such as crowdfunding, competitions, jams and hackathons are gaining more attention in innovation management. However, within the design domain such activities are often considered as a way for mass generation of ideas, rather than processes for developing proper design solutions. Information acquisition, gaining sufficient knowledge and generating feasible ideas are among the main challenges of collective design. In this study we applied three strategies of rapid design, informed participation, and knowledge sharing to overcome these challenges. During a one-week design hackathon, we conducted a collective design project in which three teams of participants conducted autoethnography research, shared their findings by an idea crowdsourcing platform, and tested their 3D printed prototypes with potential users. Although the tests showed efficiency of rapid design and informed participation strategy, we did not find knowledge sharing effective, mainly due to the absence of collaboration among teams.

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