Project-Based Learning in Disaster Response: Designing Solutions with Sociotechnical Complexity

DS 116: Proceedings of the DESIGN2022 17th International Design Conference

Year: 2022
Editor: Mario Štorga, Stanko Škec, Tomislav Martinec, Dorian Marjanović
Author: Vivek Rao (1), Rachel Dzombak (2), Deniz Dogruer (1), Alice Agogino (1)
Series: DESIGN
Institution: 1: University of California, Berkeley, United States of America; 2: Carnegie Mellon University, United States of America
Section: Design Education
Page(s): 2373-2382
DOI number: https://doi.org/10.1017/pds.2022.240
ISSN: 2732-527X (Online)

Abstract

ow students simultaneously engage with both of these elements. In this preliminary study, we describe the results of two offerings of a design course focusing on disaster response at a major public research institution. We present a preliminary analysis of 52 students’ course reflections suggesting that sociotechnical challenges uniquely contextualize technology during project-based learning, presenting promising opportunities for future design education and research study.

Keywords: design education, socio-technical systems, blended learning in design, humanitarian assistance and disaster response, project-based learning