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1.
Developing Design through a Creative Problem‐Solving Process: A Group Community Art Project 
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下载免费PDF全文 Chia‐Ying Hsieh 《The International Journal of Art & Design Education》2018,37(3):541-553
For the past few years, creativity has gradually become an important element in the national cultivation of talent in Taiwan. Although traditionally art education is closely linked with creativity, the academic research on general art education is very insufficient. Therefore, the goal of this research is to investigate how creativity could be cultivated in curriculum planning for general art education at technology universities as well as what students’ learning process was when they participated in a course's creative activity. The research applied the theory and steps of creative problem‐solving (CPS) on a general art course to design a group practical activity combining with the local community. This involved converting the steps of creative problem‐solving into different stages of group design activities with the goal of constructing a design process equivalent to the process of problem‐solving. The main research results revealed that students could experience the problem‐solving process through group design activities and develop their divergent and convergent thinking at the same time. Moreover, the cooperative learning model is the most appropriate teaching strategy for students from non‐art‐related departments when cultivating their creativity. 相似文献
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A significant component of design pedagogy is the need to foster critical design thinking and to support students in understanding links between educational exercises and their potential application in professional design practice. Problem solving is central to design so it is also essential that students understand that there can be multiple solutions to a design brief, and are supported in creative experimentation and in generating imaginative outcomes. This article examines some innovative approaches to addressing these pedagogical needs. It investigates the effectiveness of pedagogical design incorporating the Immerse Lab, a three‐wall projection room at an Australian university, as a learning context for design practice, for generating ideas and for supporting learning involving the comparative display of design outcomes. Anonymous student survey results revealed that the majority of students found learning in the Immerse Lab to be beneficial; comparative review more effective than in standard tutorial rooms; that the activity generated new ideas; it encouraged students to think differently about their designs; and it inspired students to develop their existing designs or create new ones. The project demonstrated that curricula involving immersive spaces can be effective in supporting engaging and relevant design pedagogy. 相似文献
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Hyun‐Kyung Lee Mark Breitenberg 《The International Journal of Art & Design Education》2010,29(1):54-60
This article focuses on current examples of project or design‐based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty‐first century. The authors argue that students today learn more effectively in pedagogical practices that emphasise holistic thinking, active learning, visual media and problem‐solving. Design‐based learning presents new ways for realising long‐term goals and learning outcomes. The purpose of this article is to investigate best practices of design education in the community and to propose instructional resource examples on design to K‐12 school teachers. This article points out the importance of systemised process for the work of design‐based teachers and learners, addresses the study of design as a subject of investigation and a mode of inquiry that engages a variety of student learning styles and makes direct connections between subjects and problem‐solving in daily life. Our belief is that the case studies explored in this article represent the seeds of a new model of education based on creative and applied learning. The exemplar communities chosen for onsite research are the education department of the Cooper‐Hewitt National Design Museum in New York City and the Art Center College of Design in Pasadena, California, USA. 相似文献
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"蝴蝶效应"教学策略的设计与应用 总被引：2，自引：1，他引：2
“蝴蝶效应”是非线性科学混沌理论之一,教师在局部混沌,总体方向明确的思想指导下,对其教学中所需要的“蝴蝶效应”进行收敛,使“蝴蝶效应”服务于教学。“蝴蝶效应”教学策略设计程序结构的教学过程的关键是初始条件载体的程序范例的合理选择。 相似文献
5.
Becoming a Design Thinker: Assessing the Learning Process of Students in a Secondary Level Design Thinking Course 下载免费PDF全文
下载免费PDF全文 Leila Aflatoony Ron Wakkary Carman Neustaedter 《The International Journal of Art & Design Education》2018,37(3):438-453
Design thinking is a collaborative problem solving and human‐centric approach that fosters innovation by elevating participants’ creative thinking abilities. Design thinking techniques and practices have been implemented into different curricula in secondary and post‐secondary education to address the need for new skills to be learned for the twenty‐first century. However, little work has been conducted to clarify how to evaluate the students’ design thinking skills gained in these courses. This study reports on a successful evaluation of an interaction design thinking curriculum in secondary level education. Several types of data sources, including participant observation, open‐ended questions and document analysis were employed to gather extensive data on students’ skills gained during the course. The results of the study inform design thinking researchers about how to evaluate design thinking skills of students in a secondary level design thinking course. 相似文献
6.
Camilo Salazar Ferro Isabel Artega Arredondo Carolina M. Rodriguez Daniel H. Nadal 《The International Journal of Art & Design Education》2020,39(2):346-366
Contemporary architecture teaching in Colombia still resembles the traditional master–apprentice model, which is also common in many parts of the world. The model of regular curricular focus on classroom‐based modules where theory and practice are predominantly disengaged, leaving the students to make their connections. Students that learnt with these models face greater difficulties to apply knowledge, compared with students taught with active learning formats. It is argued that participatory design processes could be catalytic for change in this area, by empowering participants in the co‐creation of their socio‐spatial context. This article aims to contribute by suggesting a methodology for a Participatory Design Experience (PDE), which could be applied to transform a conventional teaching module into a student‐centred learning environment. The methodology was tested and refined through a case study, demonstrating its effectiveness in architectural education. The article describes it in detail in order to be replicated by educators in comparable scenarios. 相似文献
7.
Rehab Aburas 《The International Journal of Art & Design Education》2020,39(1):176-194
Interior design students should be able to use research and evidence‐based design outcomes to make decisions that promote health, safety and wellbeing. This approach will contribute to resolving social, environmental and community issues through design‐oriented thinking Accordingly, the aim of this research in a senior design studio course is to promote a better connection to the local environment needs without losing the creativity aspect. This study covered two semesters and used multiple data collection methods, including interviews, observational field notes, discussions and personal reflections. The findings showed that jury critiques and case study analysis were the most beneficial sources of information for students to develop their project ideas and solutions. The paper illustrates processes, products and aspects that are used in senior projects to find solutions to environmental needs. In addition, the study offers lessons learned and reflections to raise students’ awareness of the cultural needs in relation to the interior design field. This study shows findings similar to earlier research that found that students who identified and analysed a local case study understood the design problem better and were creative in linking their project design solution to the society's needs. The study also reveals that students who relied on analysis of well‐defined local case studies developed focused and detailed concepts and design solutions according to the instructor's and jurors’ assessments. The study also contributes to literature by using a multi‐method approach and offers implications for local and international policy‐makers on interior design curricula. 相似文献
8.
夏侠 《淮北职业技术学院学报》2012,(2):92-93
中国经济的长远发展需要大量的创新型人才,高校设计专业教学应顺应时代的发展以建立符合社会需求的人才培养模式,特别是要引导学生养成独立思考的习惯,加强创意思维训练及将原创设计转化为实际产品的能力的培养。 相似文献
9.
In 2008 the University of Melbourne began implementation of the Melbourne Model, its new vision for higher education in Australia. Six broad undergraduate university degrees have been introduced and graduate schools created. Students may now progress from an undergraduate generalist degree, with major, to a professional Masters. Alternatively, graduate lateral entry is available for students to pursue a professional qualification without prior preparation. This acceleration has significant implications for design studio teaching. Students with no design background but with an undergraduate degree are now able to study architecture or landscape architecture in just three years, compared to the previous four‐to six‐year undergraduate degrees. This article reviews and analyses the outcomes of an ‘accretive’ design studio (Christie 2002) devised for beginning Masters students which attempts to translate a new mandate of ‘acceleration’ into design pedagogy. Analysis of student focus groups, together with the work produced, revealed not only the value of the accretive model in delivering a cohesive understanding of the design process and a student engagement that exceeds the outcomes of traditional design studio but also highlights the value of an immediate immersion into a community of practice (Lave & Wenger, 1991). We argue that immersion, as distinct from conventional educational models which position education as ‘training’ for a future participation in a discipline, is central to any acceleration model, serving to position students as active definers of the discipline rather than passive observers and thereby increasing ownership of their learning experience. 相似文献
10.
目前我国工业设计办学规模不断扩大，师资又严重缺乏，传统的授课方式很难保证教学质量。本文针对设计课程的教学，提出了一种新的授课方式，是对传统教学的有力补充，不但缓解了现阶段教学中的一些矛盾，有效地利用了课时，还扩展了学生的思路，有利于学生创造性思维的培养。 相似文献
11.
Our everyday life is influenced by an overproduction of images and by an iconogenic surplus that is connected to the proliferation of media. These contribute to both the quality and quantity of communication, but simultaneously amplify the knowledge gap between an audience that is able to critically process messages and another that is affected uncritically by prejudices and stereotypes. Bellino argues for a critical media education to address this gap by encouraging the development of students' critical thinking and social awareness. In this article we will discuss the results of a research‐driven design project in which visual communication design students engaged with theories of cultural stereotypes and critiqued the role of media in their perpetuation. We adopted Kolb's model of experiential learning as recent published research demonstrates that art and design students have difficulties in conventional academic approaches to learning theory. In this regard students learned theories of stereotype through doing and making and embodied this learning in their critical project outcomes. 相似文献
12.
运用专题式教学提高实习质量 总被引：1，自引：0，他引：1
通常传统式教学仅有授与受的单向思考,缺乏回馈与互动,学生的学习成效相当有限。发展一套按部就班及有系统的专题式教学实习模式,能够使学生将理论及实际工程相结合印证,更能加深记忆,确切了解生态工程的相关性。通过实习的实际操作更能提升学生的学习兴趣,教师也可评估及印证学生的学习成效。另外,通过分组的协作学习,学生展现团队了精神,互相提出意见及讨论,共同去创作出一个自认为满意的作品及结果,这也是一种社会互动的学习。 相似文献
13.
“双钻模型”是英国设计协会提出的设计方法,“双钻模型”的教学方法是针对设计人才培养特色、设计教学目标而进行的一种课程建设与教学方法的探索与实践。在弥补传统教学模式不足的情况下,以学生为中心,运用体验式教学激发设计类专业学生学习兴趣与热情,培养学生的创新思维与设计思维,通过反思达到提高学生设计能力。 相似文献
14.
Kelly E. Matthews Jennifer Firn Susanne Schmidt Karen Whelan 《International Journal of Science Education》2013,35(6):742-760
ABSTRACTThis study investigated students’ perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n?=?613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards. 相似文献
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Susan E. Metros 《Open Learning》2013,28(1):93-102
This article describes the learning objectives, the course activities, experiences and outcomes of a graduate level course on learning object design. The course was developed and taught at The Ohio State University by the author during the Spring Quarter of 2003. Students from the visual design and education disciplines partnered to work on a client‐initiated, authentic, grant‐funded project. The students, working in teams and serving as expert consultants to each other, were tasked with designing prototypes for learning objects to be used by freshman high school students, particularly those with disabilities. The course provided an opportunity to observe how developers actually built learning objects and to apply that knowledge to better understanding the issues facing faculty when challenged with the same tasks. 相似文献
17.
创造性思维是艺术设计中处于核心地位的思维能力,它以发散性思维为主要特征,讲究科学理性和艺术感性的融合,并强调灵感和直觉的运用。在艺术设计教育中培养学生的创造性思维能力,要让学生突破思维定势,学会发散思维;了解创造性思维的过程,学会捕捉灵感,形成创意;要改进评价机制,营造富有竞争力的艺术设计教学氛围来激励和启发学生的创造能力。 相似文献
18.
In this paper a multimedia project was incorporated into a problem‐based learning environment to examine how learning in multimedia could be enhanced through the use of problem‐based learning. Students in a second year course in the Faculty of Creative Multimedia (FCM) were assigned the problem‐based multimedia project, they worked in groups, solving the problem using the multimedia authoring process (MAP). This paper reports on the structuring of the student learning process, the impact of the problem‐based learning environment on student learning and the important skills such as creative and critical thinking, teamwork, communication, collaborative and problem‐solving skills that arose as the result of this intervention. In the process, a multimedia‐enhanced problem‐based learning (M‐PBL) model was created. The interrelationships between the teacher, students and technology in this learning mode were also established. A survey was conducted to assess the reactions and attitudes of the students towards this learning environment. The results obtained were positive and satisfactory. 相似文献
19.
Kala S. Retna 《Asia Pacific Journal of Education》2016,36(1):5-19
Schools are continuously looking for new ways of enhancing student learning to equip students with skills that would enable them to cope with twenty-first century demands. One promising approach focuses on design thinking. This study examines teacher's perceptions, experiences and challenges faced in adopting design thinking. There is a lack of empirical research on the adoption and implementation of the design thinking process in educational context from the teachers’ point of view. This paper fills this gap and also provides insight on a recent initiative adopted in Singapore schools. Qualitative case study research was carried out in a school using teacher narratives. Data includes in-depth face-to-face interviews and participant observation. The findings show that teachers perceive that design thinking holds the potential for enhancing skills such as creativity, problem solving, communication and team work as well as empower students to develop empathy for others within and beyond the community. The research also highlighted several challenges such as inadequate resources, time constraints, fear of poor grades and the difficulty of shifting to a new way of teaching and learning that differs vastly from the traditional approach. The findings reveal that a piecemeal approach towards curriculum redesign for adopting design thinking may not provide the desired outcomes. 相似文献
20.
设计思维是当代学生应具备的适应社会发展需要的一种思维能力。如何培养学生的设计思维以及提升学生的设计能力,成为我国当前需要重点关注的重要教育问题。作为一种新的教育理念,STEAM教育在培养学生创新思维能力方面具有重要作用。首先,阐述了设计思维与STEAM教育的内涵,分析了设计思维对STEAM教育的指导作用;其次,在STEAM教育理念的基础上融入设计思维,构建符合创新教育要求的STEAM教学模式,融入设计思维的STEAM教学模式包含学习环境、课程目标、课程活动和课程评价;最后,依据该模式开发并实施了课程案例,分析了融入设计思维的STEAM课程对小学生知识学习与能力培养方面的作用。 相似文献