How design is taught? A survey of approaches, models & methods
| dc.contributor.author | Maya, J. | |
| dc.contributor.author | Gómez, E. | |
| dc.date.accessioned | 2021-04-12T21:13:09Z | |
| dc.date.available | 2021-04-12T21:13:09Z | |
| dc.date.issued | 2015-01-01 | |
| dc.description.abstract | How to teach design? This is not the first time that this question is asked and there are probably as many answers as design academic programs in the world. Knowing how to design is not enough to teach someone to do it. There are numerous experiences in this matter profusely published on literature. However, this information is sparse and does not exist in a summarized and comparative way, and knowing how design is taught is crucial to build other design academic programs in the future and enrich the pedagogical practices of the existing ones. Every design program should be based in a conceptual framework in which there are mainly two multidisciplinary fields: design and education. This framework provides a structured and concrete way of improving learning activities in design. In this paper, we will focus on design education identifying, summarizing and comparing its pedagogical practices (PP's) published in this matter. The first objective is accomplished with a survey of approaches, models and methods of teaching design (PW's), made from 204 publications not only in product design but in architecture, arts and other disciplines. A comparative table shows the name of the PP's, its conceptual foundations, the use of technology, role of the teacher and disciplinary origin. The second objective identified the elements in design education context to be able to describe relationships between them in the form of a pedagogical model to build in a future project. © 2015, The Design Society. All rights reserved. | eng |
| dc.identifier | https://eafit.fundanetsuite.com/Publicaciones/ProdCientif/PublicacionFrw.aspx?id=2344 | |
| dc.identifier.isbn | 9781904670629 | |
| dc.identifier.other | SCOPUS;2-s2.0-84958211911 | |
| dc.identifier.uri | http://hdl.handle.net/10784/28850 | |
| dc.language.iso | eng | eng |
| dc.publisher | The Design Society | |
| dc.relation.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958211911&partnerID=40&md5=56a104953ddc7f115c8a76a17d60fec6 | |
| dc.rights | The Design Society | |
| dc.source | Conditions For The Promotion And Development Of Creative Industries Within Higher Education Institutions | |
| dc.subject.keyword | Design | eng |
| dc.subject.keyword | Education | eng |
| dc.subject.keyword | Engineering education | eng |
| dc.subject.keyword | Surveys | eng |
| dc.subject.keyword | Teaching | eng |
| dc.subject.keyword | Contextual elements | eng |
| dc.subject.keyword | Pedagogic approach | eng |
| dc.subject.keyword | Pedagogic methods | eng |
| dc.subject.keyword | Pedagogical practices | eng |
| dc.subject.keyword | Teaching designs | eng |
| dc.subject.keyword | Product design | eng |
| dc.title | How design is taught? A survey of approaches, models & methods | eng |
| dc.type | info:eu-repo/semantics/conferencePaper | eng |
| dc.type | conferencePaper | eng |
| dc.type | info:eu-repo/semantics/publishedVersion | eng |
| dc.type | publishedVersion | eng |
| dc.type.local | Documento de conferencia | spa |