Technological Change: Implications for Theory and Praxis in Industrial Design / Design Engineering Education
- Publisher:
- University of New South Wales
- Publication Type:
- Conference Proceeding
- Citation:
- ConnectED: International Conference on Design Education at Sydney, 2010, pp. 1 - 4
- Issue Date:
- 2010-01
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
 | 2009003795OK.pdf | 66.18 kB |
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Technological change is increasing at an exponential rate. As the technological future unfolds, the balance of theory and praxis will become increasingly important. Research emanating from MIT suggests that Design engineering third year students tend to get worse at making things work in contrast to their first year counterparts. This will impact our educational curricula in the future. In order to be prepared for using both theory and praxis in this future our students and professionals will need requisite tools and skills to assist them to thrive, survive, and operate in a technologically turbulent future. In this context tools and skills relate to both cognitive skills and physiological skills [thinking and making]. By way of example creative thinking strategies and model making skills may be necessary. This paper discusses some preliminary results of a Delphi type survey administered to a number of staff at various technical universities and institutions around the globe resulting in a qualitative data set. The results of a preliminary analysis of the qualitative data gathered will be discussed. Further, the issues facing us as industrial design educators relating to both near and far term implications for our future will also be discussed.
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