Collaborative Scenarios: Preferred Learning Futures for Design Education

Crosby, AL

Collaborative Scenarios: Preferred Learning Futures for Design Education

Crosby, AL

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Publisher:: ateneonline
Publication Type:: Conference Proceeding
Citation:: http://www.ateneonline.it/cumulusmilan/home.asp, 2015
Issue Date:: 2015-11-30

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Field	Value	Language
dc.contributor.author	Crosby, AL https://orcid.org/0000-0001-8959-7971	en_US
dc.date	2015-06-03	en_US
dc.date.issued	2015-11-30	en_US
dc.identifier.citation	http://www.ateneonline.it/cumulusmilan/home.asp, 2015	en_US
dc.identifier.isbn	9788838694059	en_US
dc.identifier.uri	http://hdl.handle.net/10453/97061
dc.description.abstract	Emerging technologies are redefining higher education institutions across the world. Meanwhile, the role of the designer is becoming increasingly complex and extensive as both the socio-economic context and tools of design practice change. Students, key stakeholders in higher education, are learning to be designers in an uncertain future. This paper discuss-es the preferred learning futures of design students at the University of Technology, Sydney. These futures have been articulated through rapidly formulated collaborative scenarios that tell the story of possible university campuses, learning technologies, and educators. The via-bility of particular learning futures has been explored through follow up reflections with students. By presenting an experimental method of collaborative scenario design, and some of the preliminary results it generated, this paper claims that student voices are of great value in exploring alternative futures for Higher Education.	en_US
dc.publisher	ateneonline	en_US
dc.relation.ispartof	http://www.ateneonline.it/cumulusmilan/home.asp	en_US
dc.relation.ispartof	The Virtuous Circle Design Culture and Experimentation	en_US
dc.title	Collaborative Scenarios: Preferred Learning Futures for Design Education	en_US
dc.type	Conference Proceeding
utslib.location	Milan	en_US
utslib.location.activity	Milan	en_US
utslib.for	1299 Other Built Environment and Design	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2015-06-07	en_US
pubs.place-of-publication	Milan	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2015-06-03	en_US

Abstract:

Emerging technologies are redefining higher education institutions across the world. Meanwhile, the role of the designer is becoming increasingly complex and extensive as both the socio-economic context and tools of design practice change. Students, key stakeholders in higher education, are learning to be designers in an uncertain future. This paper discuss-es the preferred learning futures of design students at the University of Technology, Sydney. These futures have been articulated through rapidly formulated collaborative scenarios that tell the story of possible university campuses, learning technologies, and educators. The via-bility of particular learning futures has been explored through follow up reflections with students. By presenting an experimental method of collaborative scenario design, and some of the preliminary results it generated, this paper claims that student voices are of great value in exploring alternative futures for Higher Education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/41146