DETM Main Voluem.P65
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Copyright © 2007 NID Individual papers are copyright of the author/s NATIONAL INSTITUTE OF DESIGN Paldi Ahmedabad 380007 INDIA Phone: +91 79 26623692 Fax: +91 79 26621167 Website: www.nid.edu Email: [email protected]; [email protected] Editorial Assistance: Rajesh Bhatikar Secretarial Assistance: Ketan Patel Design & Layout: Mahendra R Patel Printing: NID Printing Studio Staff Rs. 1350.00 USD 29.00 ISBN No. 81–86199–57–8 Published by: Vijai Singh Katiyar & Shashank Mehta for the National Institute of Design Printed by: NID Printing Studio, National Institute of Design Paldi Ahmedabad 380007 INDIA Foreword Design is now being increasingly recognized as a value adding link between culture and products, services and experiences and between businesses and customers. As a “problem defining and creatively solution seeking discipline” design has immense potential to foster partnerships with governments, target industries and other stakeholders’ not only to provide a leading edge in the market place but also to develop a better quality of life. The new Millennium has heralded sweeping winds of globalization, aided by converging technologies and “ideas driven” economy. Though globalization has opened doors of economic prosperity to the “majority world” it has also raised the issues of sustainability, appropriate technology, culture-centric preferences, survival of local arts and crafts etc., like never before. The challenge before design education is, therefore, to proactively respond with speed and imagination to the emerging contexts. This calls for introduction of innovative approaches to design education, collaborative practices, international linkages and partnerships, with focus on development of a fresh design pedagogy which draws upon the time tested traditions of design education and practice, while absorbing the convergent and ubiquitous new media and technologies. The issues of tradition and modernity have therefore, perhaps never been more relevant to design education than in the 21st century where the dynamics of globalisation and its socio-economic consequences have prompted design educators and thinkers to critically appraise the role of design in enhancing and delivering the quality of life in a more accessible and inclusive manner. The three-day International conference on Design Education: Tradition & Modernity (DETM) organised by the National Institute of Design under the leadership of Mr. Shashank Mehta and Mr. Vijai Singh Katiyar, faculty members was an attempt to bring together on a common platform eminent design educators, practitioners and senior students to address some of the issues in the context of deep- rooted design traditions on one end of the spectrum, and the need for a relevant and holistic approach to design education to meet the demands of the global economy, on the other. The Intent Statement on Design Education adopted at the end of the conference endorsed by the delegates from 27 countries from different continents not only reflects the intense deliberations that took place during the conference, but also encapsulates the vision of global design education fraternity and paves way for a healthy forward dialogue and sharing. The National Institute of Design takes great pleasure in publishing the full-length papers presented at the path-breaking DETM conference. I am sure this publication will promote dissemination and discourse of diverse design knowledge and experience on a range of issues that are relevant to the design education in different parts of the world: the developed, developing and least developed. The concerns of design education may vary in details in different contexts and countries but the broad directions seem to be having a lot more convergence than anticipated as is evident from the presentations. Dr Darlie O Koshy Director, NID Preface Design education across the world reflects a diverse spectrum of economic, regional and social dynamics. Several great traditions in design education continue to reflect regional aspirations while striving to make them a part of the modern world. Today, a large number of design students and researchers are breaking the regional barriers and are crossing continents in search of new sensibilities, alternative methodologies, and collaborative opportunities. Rapid advancement in the field of information technology has led to the emergence of the knowledge economy as the new powerhouse. In this context, it is only natural that design education should address the new and emerging socio- cultural and economic aspects. The world over, design educators and practitioners have appreciated the need for design education to address the demands of a qualitatively new global economy. This is aptly reflected in the content of the papers that were presented at the International Conference on Design Education (DETM 2005). Some of the papers reflect a deep study of the traditional models of design education in the modern context, the role of research, cultural approach to design, etc. At the macro level, a few of the authors take a critical look at the emerging socio-cultural and economic issues, and how design curricula should respond to them. As design educators seek to develop new curricula and adopt new teaching methodologies that transcend the regional barriers, we need to emphasise the relevance of well-established design philosophies, regional traditions, and cultural sensitivities. The first ever major event of its kind to be held in the Indian sub-continent, the DETM Conference, was a part of National Institute of Design (NID)’s initiative to synergize global thinking on design and design education. The Conference received an enthusiastic participation from the fraternity of design educators, practitioners and design students from all over the world. The authors from over 27 countries covering all the continents and representing more than 50 Design Institutions across the world shared their diverse experiences and thought provoking concepts that we are sure will lead to new definitions of design. The book will help envisage the vision and actions to strengthen the quality of design education so as to create a qualitative paradigm shift in the Design Education practices of tomorrow. We thank all the authors for their valued contributions and for their cooperation for maintaining the time schedules. We are grateful to Dr. Darlie O Koshy, Director, NID for entrusting us with this challenging task of leading this unique conference and its publication. The editors would like to extend their appreciation to all the members of the NID community who have contributed untiringly to the successful realisation of the conference and this book. Vijai Singh Katiyar Shashank Mehta Index Section 1 – Approaches To Design Education 01 Section 2 – Teaching-learning Methodologies 101 Section 3 – Collaborative Learning Practices 223 Section 4 – Design Education & Research 279 Section 5 – Learning From The Field 327 Section 6 – Envisioning The Future 483 Appendix: Intent Statement For Design Education – Ahmedabad 2005 580 Section 1 Approaches To Design Education 1 Lessons from Bauhaus, Ulm and NID: 02 Role of Basic Design in Post-Graduate Education M. P. Ranjan 2 Putting Design School in its Place 10 Peter S. Martin 3 Why Designer? Designers’ Roles and Impact on Design Education 17 Poonam Bir Kasturi 4 Curriculum Integration in Design and Human Environment 26 Elaine L. Pedersen & Leslie Davis Burns 5 Education of Interaction Design – An Interdisciplinary Approach 34 Aniruddha Joshi 6 A New Design Curricula for a Changing Artefact World 38 Medardo Chiapponi 7 Trends in Design Practice and Curriculum Development 43 Manoj Kothari 8 Teaching Form Generation Principles 48 Alexander Bošnjak 9 Introduction of Service Design within Industrial Design Curricula 56 Stefano Maffei, Elena Pacenti, Daniela Sangiorgi and Nicola Morelli 10 Integrating ‘Design for Digital Interactive Environments’ into 67 Undergraduate Visual Communications Design Course Tara Winters 11 Utilising Different Learning Styles to Develop Curricula, 72 Teaching and Learning in Design Kathryn Hearn & Elizabeth Wright 12 Is there a need for Cultural Approaches in Visual Communications Curricula? 79 Mervi Pakaste & Dan Warner 13 Assignments Workload and Design Learning Outcome 84 Gudur Raghavendra Reddy 14 Developing a System of Educational Excellence in Design: The NID Way 94 Vijai Singh Katiyar & Rajesh Bhatikar Section 2 Teaching-learning Methodologies 1 Wicked Problems and Shared Meanings: Evaluating Design Competence 102 G. Baxter & N. Laird 2 Nurturing Students to Think Creatively in Design Education 109 Alex Fung, Alice Lo & Mamata N. Rao 3 Holistic Approaches to Creativity and Design Education 116 Krishnesh Mehta 4 Training Perception: The Heart in Design Education 120 Katja Tschimmel 5 Preparing Design Students for their Future Industry Profession: How to 128 Encourage Student Innovation and Creativity in Design Education Programmes Anne Normoyle 6 Design Voice 136 Pravin Sevak 7 Keeping Off the Straight and Narrow 142 Laurene Vaughan 8 It is not the Winning; it is the Taking Part 149 Lawrence Zeegan 9 Using Electronic Learning Contracts in Art & Design: 157 Experiences and Reflections on Learning & Teaching Robert Jerrard & Marie Jefsioutine 10 Practise Learning Through Practice: 165 Learning Software Through the Process of Designing Lindsey Marshall & Lester Meachem 11 Pushing Against an Open Door: 173 Ambient Technology and the Learning Experience Jack Ingram & Marie Jefsioutine 12 A Design Development Process