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Sunday, February 8 • 10:30am - 11:50am
No Lectures, Real Briefs, Reflective Practice and Relevant Portfolios

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How can we leverage the design studio learning environment to support students in their progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, “wicked”, and device-agnostic problems? For our undergraduate program Digital Design and Innovation given at Halmstad University, we have worked on a studio course model that can be used to design course progressions within – and between – series of design studio courses. Teachers are co-designers, there are no lectures, and we work exclusively with real design briefs from companies and other organizations to gain authenticity and spark the students’ interest. Furthermore, student teams are assembled based on their interests and competence, as reported in a survey that is sent out a few weeks before the course starts. This allows the students to focus on their own goals for the course, and allows teachers to assemble balanced teams. An important part of our studio course setup is the portfolio, where both artifacts and individual reflections on design process and learning outcomes are documented.

In this talk, I will summarize what we have learned so far, and hopefully ignite a discussion on how we can move forward with authentic and relevant design education in the studio.

Speakers
avatar for Pontus Warnestal

Pontus Warnestal

., .
Design education, design for and research with children, and UX design for health.


Sunday February 8, 2015 10:30am - 11:50am
Timken Lecture Hall 1111 8th Street San Francisco, CA 94107