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In the upcoming Engage with Ideas, Professor Peter Lloyd will elaborate on the concept of ‘the social practitioner’ and its relevance for today’s rapidly changing world. The implication is that way academics conceptualise the skills and worldviews they think their students should have will guide course content and learning experiences.
Dustin Jessen and Sven Quadflieg will discuss a cyclical cognitive process model for developing Design Literacy abilities. They proposed the model to support “reading” design abilities by (a) recognising that something is design and (b) how it is designed; and writing” design abilities by (c) imagining that something can be design and by (d) designing it.
In the closing 2023 Engage with Idea series Yang Zhang will discuss Metacognition Influence on the Design Knowledge Application. Yang's research suggests that the students who scored highly on the Metacognition Awareness Inventory have ranked the reflective activities, which are make up the Tacit Knowledge category, higher than the either the Domain Specific or the Domain-General/Independent Knowledge category. He postulates although all three knowledge categories are important it is the reflective activities which enable the students to “reflect” on which of the specific knowledge category they should deploy at the specific design project’s juncture.
In the upcoming 32nd Engage with Ideas session, Fatma Korkut will explore an alternative pedagogic approach to tackling "real-world" situations in a way that boosts design literacy: case teaching. In her exploration, Fatma will attempt to demonstrate the potential of case teaching in seemingly theoretical and somewhat remotely related topics: design history, professional ethics, and design law.
In the upcoming 31st Design Literacy International Network talk, Professor Arild Berg will discuss Design Literacy in Health and Technology Education. He will focus on how the concept of the Design Literacy has informed development of a new interdisciplinary master course in health and technology. The Faculty of Technology, Art and Design at Oslo Metropolitan University (OsloMet) introduced this degree programme in 2023.
Design Thinking is likely not to be a process or a set of tools as the literature claims it to be. Instead, Design Thinking is a web of terms and phrases (a discourse) that researchers use to construct a house that lacks secure foundations. I call these terms and phrases, Designerly Ways of Speaking.
Dr Delane Ingalls Vanada will argue that, although, the traditional art education teacher training which is using predictable methods for problem solving will produce predictable results, it lacks opportunities for developing teachers with a capacity to deliver a learner-centered models which in turn enable to build students’ agency as learners and creators.
Júlio van der Linden will discuss how an international design studio has challenged his and his students’ assumptions. He will suggest that firmly embedded and almost unquestioned assumptions in design or pedagogical practices could be critically examined, challenged, and changed when students and teachers have to deal with motivational factors.
Guillermo Marini will discuss how among the diverse things students learn in school over 12 years, they learn—in an explicit or implicit manner—how to perceive, conceive and practice time. By means of an aesthetic analysis of classroom schedules and everyday moment, this talk titled Everyday Aesthetics in Education: Designing Temporal Experience in School will inquire about pedagogical relevance of designing temporal experience.
What does empathy look like in design-driven classrooms? In this talk we will explore how to create student-centered classrooms that embody a sense of belonging, honors students’ life experiences, and reframes relationship building as we explore the challenge of co-constructed learning in the 21st century.