Towards a Fusion: Embedding Object-Based Learning for addressing Eco-Social Justice in Design Education

Abstract

This paper investigates the potential of object-based learning (OBL) within design discipline in higher education. The author emphasizes the key literature and contributors in the realm of OBL and delineates the methodological framework for future research. The research proposes conducting empirical research in two case studies, one focusing on an undergraduate course and another on a postgraduate course at the creative arts university. The opportunities of object-based learning to integrate into learning and teaching sessions under the context of eco-social justice are discussed. This paper addresses two research questions: "How might we design OBL artefacts to be utilised in learning and teaching sessions?" and "How might we design learning and teaching sessions to embed OBL artefacts?" This paper stems from the larger doctoral research that explores the necessity to evolve climate action and social justice in curriculum design through object-based learning.