Rethinking pedagogy for iterative design process learning and teaching

Publisher:
Griffith Research Online
Publication Type:
Conference Proceeding
Citation:
Proceedings of the 2nd International Conference for Design Education Researchers, 2013, pp. 101 - 104
Issue Date:
2013
Full metadata record
Files in This Item:
Filename Description Size
90380_1.pdfPublished Version243.25 kB
Adobe PDF
Product Design as an academic discipline is a relative newcomer to higher education. As a result it has had to adapt to the teaching practices and organisation already in place in Universities. However, with the viability of the current business model of higher education under threat from economic pressures, the dominance of established practice could conceivably be challenged, suggesting the time is right for a review of Product Design education as it operates within academia. Product Design educators need to focus on developing an innovative, practical approach to the organisation of learning based on sound design practice-based principles and provide leadership in pedagogy rather than adapting to the pedagogy of others. Design is a unique discipline that can impact on other disciplines as it is necessarily predicated on ideas of leadership and innovation. The role of Product Design in higher education should not deviate from that. Product Design has a real world heritage that is characterised by realistic, considered, innovative thinking. This paper is a reflective opinion piece, suggesting how that thinking could be applied to redress an imbalance in teaching design process to facilitate a more real world experience for the benefit of students and confidence in the discipline as a whole.
Please use this identifier to cite or link to this item: