Abstract
This paper set out to investigate how design students learn from visualising theory in
design education. The exploration rests on the assumption that the application of tools
and techniques from design practice supports design students with an entrance to the
theoretical part of the field.
The paper is based on teaching experiences from an MA course in design methodology
where we use visualisation as a tool to discuss, explore and understand design theory. To
throw light on the question, student evaluations and feedback has been included together
with a classification of the material from one visualisation exercise. In addition, theories for
how to understand designerly ways of knowing and constructing knowledge have been
applied as tools to think with in the discussion.
The educational approach where design students read, analyse, and visualise theory,
appears to be beneficial to the students’ learning process for a number of reasons, which
will be discussed in the paper. The main findings indicate that visualising theory is
beneficial because it applies a type of practice that the students are familiar with, and
supports the construction of new knowledge, by allowing the students to express
information and concepts in ways that are personally meaningful to them.
design education. The exploration rests on the assumption that the application of tools
and techniques from design practice supports design students with an entrance to the
theoretical part of the field.
The paper is based on teaching experiences from an MA course in design methodology
where we use visualisation as a tool to discuss, explore and understand design theory. To
throw light on the question, student evaluations and feedback has been included together
with a classification of the material from one visualisation exercise. In addition, theories for
how to understand designerly ways of knowing and constructing knowledge have been
applied as tools to think with in the discussion.
The educational approach where design students read, analyse, and visualise theory,
appears to be beneficial to the students’ learning process for a number of reasons, which
will be discussed in the paper. The main findings indicate that visualising theory is
beneficial because it applies a type of practice that the students are familiar with, and
supports the construction of new knowledge, by allowing the students to express
information and concepts in ways that are personally meaningful to them.
| Original language | English |
|---|---|
| Publication date | Jun 2014 |
| Publication status | Published - Jun 2014 |
| Event | Design Research Society Conference 2014 - Umeå Institute of Design, Umeå University, Umeå, Sweden Duration: 16 Jun 2014 → 19 Jun 2014 |
Conference
| Conference | Design Research Society Conference 2014 |
|---|---|
| Location | Umeå Institute of Design, Umeå University |
| Country/Territory | Sweden |
| City | Umeå |
| Period | 16/06/2014 → 19/06/2014 |
Artistic research
- No