The role of the learning context and designer characteristics challenge and reveal the design process
Demirbilek, Nur, Smith, Dianne J., Scott, Andrew, Dawes, Les A., & Sanders, Paul S. (2007) The role of the learning context and designer characteristics challenge and reveal the design process. In Dancing with disorder: Design. Discourse, & Disaster, EAD07 Conference, April 11-13, 2007, Izmir, Turkey.
Abstract This paper discusses how designing is much more than the execution of a process toward an end product that satisfies a client brief. Instead design and designing are integrated with a designer’s personal philosophy, understandings and attributes, relationships with others, and the nature of the project.
The project to be described in this paper explores how context can mould the experience of designing at a personal and collective level, and thereby, influence the resultant outcome. The project’s focus offered the potential to monitor how students respond to the design process in a multidisciplinary environment. The findings indicate that students and staff were enthusiastic about the opportunity to participate in a community service project and that student engagement was influenced by their expectations, individual personalities, and group dynamics. It was also demonstrated that these influences were facilitated by the learning environment and impacted on the design process. .
Therefore, it is proposed that university students respond to projects that demand high levels of engagement and real world context. The students bring to that process rich experiences and knowledge in an integrated manner. The interrelationship between the design, the designer, and the context is therefore, an essential consideration for design educators and practitioners when fostering teams and tackling design projects.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000)
|Divisions:||Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering|
|Copyright Owner:||Copyright 2007 (please consult author)|
|Deposited On:||03 May 2007|
|Last Modified:||27 Oct 2014 14:56|
Repository Staff Only: item control page