CONSTRUCTING A TEACHING AND LEARNING SYSTEM IN HIGH DESIGN EDUCATION
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Wu, Zhiqiang; Li, Hua
Series: E&PDE
Institution: Tongji University, China, People's Republic of
Page(s): 288 - 293
DOI number: 10.35199/EPDE.2024.49
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
Sheila Pontis and Karel van der Waarde（2020）found that the need for change in design education has been a topic for discussion for more than twenty years, but still, there seems to be a lack of concrete advice in the form of structural models or practical strategies that can ballast the required change. As to this research, the author believes the key focus to build a structural model should be on how to construct a teaching and learning system that adapts to future change. To address the issue, this research will explore three sub-questions: 1. What are the elements of design education? 2. How do the elements of design education interact with each other? 3. What is the mechanism behind the interaction of design education elements? Exploring these sub-questions answers what the design education teaching and learning system is, how the elements interact, and why they interact in this way. By exploring these three sub-questions, the research responds to the research topic of ""how to construct a design education teaching and learning system"". This includes: 1. Identifying what constitutes the design education teaching and learning system, constructing a comprehensive framework for the subjective and objective elements of design education. The elements of design education include subjective elements and objective elements. The subjective element refers to students, teachers and management organizations in design education. The objective elements have different contents because of the different orientation of design education. 2. Building the curriculum system of the design education teaching and learning system, linking the subjective and objective elements of design education. Through the process of management organization building the professional matrix, teachers constructing each course, and students mastering the combination of different objective elements, the linkage of the three levels is realized. 3. Establishing the PDRA cycle system for the design education teaching and learning system. Each subjective element dynamically adjusts and improves the linked objective elements through the PDRA cycle process. At the same time, the ""Adjust"" of each subjective element will affect the ""Plan"" of the other two subjective elements, and the ""Do"" of each subjective element will affect the ""Reflect"" of the other two subjective elements. Specifically, in the practice of design education, it is necessary to collect and actively consider the ""Adjust"" and ""Do"" of itself and the other two parties in daily life, actively seek changes with an open and inclusive mind, and steadily promote the reform of design education without adhering to the existing rules. And once the implementation and adjustment of the three subjective elements of educational behavior confirmed, they must be strictly implemented. Through above three steps, it has chance to construct a design education teaching and learning system, and will be constantly updated, and will not be easily eliminated by The Times.
Keywords: design education, teaching and learning, management organization, interplay of elements, mechanism