Learning beyond borders: Pioneering interdisciplinary learning and teaching approaches to promote socially responsible design practices
•Télécharger en tant que PPTX, PDF•
1 j'aime•742 vues
This document summarizes a module for MA Design students focused on socially responsible design practices. The module involved 3 projects centered around design and dementia. Students collaborated in groups of 6 across disciplines to complete 9 projects involving staff, organizations, and experts. They addressed themes of identity, history, function and contexts related to home, city, and community care for those with memory loss. The projects aimed to move beyond good design to "doing good by design" through an action research approach. Reflections from students suggested the collaborative, real-world experience helped them develop strong communication and an iterative design process while learning to understand user needs.
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (7)
Similaire à Learning beyond borders: Pioneering interdisciplinary learning and teaching approaches to promote socially responsible design practices
Similaire à Learning beyond borders: Pioneering interdisciplinary learning and teaching approaches to promote socially responsible design practices (20)
Plus de SHU Learning & Teaching
Plus de SHU Learning & Teaching (20)
Dernier
Dernier (20)
Learning beyond borders: Pioneering interdisciplinary learning and teaching approaches to promote socially responsible design practices
- 1. Learning beyond borders: Pioneering interdisciplinary learning and teaching approaches to promote socially responsible design practices. Module / MA Project 1 / the Socially Active Designer. Presenters: Dr Claire Craig / Senior Lecturer / Lab4Living / Health & Well Being Roger Bateman: Principal Lecturer / MA Design Programme Leader/ACES/ Art & Design. Teaching staff: Dr Claire Craig / Roger Bateman / Dr Eve Stirling Glyn Hawley. Students: Yr 1 / Semester 1 / 2015/16 / MA Design Programme.
- 2. Welcome About: Structure: Background to the project Setting the broader context Experiences and learning Future direction of the work Learning Beyond Boarders
- 3. Beyond good design to: doing good by design
- 4. Designing the learning experience
- 5. How the students approached the project Building a framework based on the cycle of action research
- 6. Socially Responsible Design: 1st semester module, 14 weeks, MA Design, 6 disciplines. 3 projects, micro, micro mini, *mini (6 weeks) Design & Dementia (Memory loss) Themes Identity. History. Function. Contexts Home. City. Community. Care. *9 collaborative group projects involving 36 students, staff from 2 faculties and 1 research centre, third sector organisation and fixperts.org
- 7. Does the atelier method or studio teaching environment of one communal space and one fixed timetable offer the best support and learning opportunities for today’s creative students?
- 8. Disruption / Innovation *Learning beyond the borders of discipline. *Learning beyond borders: international element. *Learning beyond borders: beyond the classroom. *Learning beyond borders of existing learning and teaching modules.
- 9. Relating our work to other approaches Hacking the Fixperts model • Collaborative Team working • Allowing for real world experience • Creating strong visual communication through film making (more on this later) • Developing a response through an iterative design process • Learning to listen and understand the needs of others • Connecting with (an) immediate environment(s)
- 10. *Dementia, memory loss *9 collaborative group projects involving 36 students, staff and third sector organisations, Fixperts.org Create4Dementia Fixperts.org
- 12. *Dementia, memory loss Dudley & Geoff
- 13. Dementia, memory loss 6 students,3 MA Design,3 OT,24 design challenge.
- 14. Reflections on learning (students)
- 15. In Residence: Page Hall, Sheffield
- 16. Students Sheffield City Council *Sheffield City Schools How can co-design offer a medium to enable people living in transient multi- ethnic ‘villages’ communicate with each other and build understanding across cultures and generations? *TBC
- 17. r.bateman@shu.ac.uk c.craig@shu.ac.uk With Thanks: Claire Jepson, Senior Occupational Therapist, Grenoside Grange Hospital, Paul Chamberlain ADRC. Alon Meron, Fixpert, fixperts.org
Notes de l'éditeur
- Setting the broader context: What is socially responsible design and why is it important - both from a broader design perspective but also in terms of how it impacts on students, linking this to sense of purpose and employability. Raises questions about the purpose of the teaching design and the role of the university and how it links to this (Claire & Roger)
- Development of the project and the approach: possibly referring to constructivism (Claire) and action research. must not forget Fixperts and how we hacked the Fixperts model (does this come in the next slide?).
- Action Research: The project uses a participatory action research methodology (Swantz, 2008; Wadsworth, 1998). This project will inform subsequent project iterations that will further explore collaborative co-creation by student from the MA Programme, with the faculty the University and critically the wider community. The focus of the research is increasing student engagement with social innovation.
- Art and design education has frequently argued that the atelier method or studio environment, mirrors the ‘real world’; however, the intellectual landscape of the twenty-first century made up of emergent organisations, open source development and networked innovation, rises from new and constantly changing human connections.The landscape of work environments has also been changing to strengthen these connections and give people more variety and choice in where to work and how to work. Technology and the internet allow constant access and wider access than ever before. The standard atelier method or studio teaching environment of one communal space and one fixed timetable is unlikely to offer the best support and learning opportunities for today’s creative students; it does not mirror the ‘real contemporary world’.
- What was innovative approach: How what we developed and delivered was different from current university teaching: borders of discipline, between different countries, interdisciplinarity (Roger and Claire) Also about disrupting the studio teaching model and also the use of film making as a medium We
- We elected to work with a NFP organisation called fixperts. Fixperts is a social project, an open knowledge sharing platform. Their mission is to see everyone fixing stuff, allying designing and fixing as a way of empowering people to find solution for themselves. We were looking for a model of social innovation that we could utilise. We did in fact hack the fixperts model we decided to fix situations not products. Our hacked Fixperts model is based on: Collaborative Team working Allowing for real world experience Creating strong visual communication through film making (more on this later) Developing a response to a provocation through iterative design process Learning to listen and understand the needs of others Connecting with (an) immediate environment(s)
- The use of Film and video: Analogue technologies like audio recording, film, and traditional video have a long history of use in many areas of social and psychological research, especially in anthropology (Gibbs et al., 2002). For example Kanstrup suggests that “methodologically, it can be difficult to understand work practices since parts of work practices may even be invisible at first hand... [The] need for closer investigation has made researchers within work place studies turn to ethnographic methods and to the use of visual technologies in data collection and analysis. (Shrum et al., 2005) Film and video were used to capture the projects as well as to disseminate the projects to a wide audience after the projects had taken place
- https://vimeo.com/126396168
- Community engaged design