This book explores how design thinking can transform higher education, with solutions ranging from single course sessions to whole programs and universities. The authors demonstrate how designing across disciplines is done, with disruptive technologies, ambiguity and challenges as catalysts. Iteratively tested pedagogies, design-driven solutions and creative uses of both tactile and digital worlds are among the approaches discussed. Educators and leaders of higher education institutes as well as designers and managers of companies will benefit from engaging the design ideas in their own work.
Author(s): Miikka J. Lehtonen, Tomi Kauppinen, Laura Sivula
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 288
City: Cham
Foreword
Preface
Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction
Why This Edited Volume? Why Now?
Introducing the Different Sections
Part I—Higher Education Leadership and Programme Management Perspective
Part II—Blending Boundaries: Design and Technology
Part III—Capacities for the New World: Changing Roles and Responsibilities of Educators and Learners
Looking Ahead
References
Part I Designing Design Education: Strategies for Navigating Complexities and Boundaries
2 Design Pedagogy: Higher Education Possibilities for the Twenty-First Century
Introduction
Situating the Author and the Work
Changing Needs and Demands in Higher Education
The Design Studio: A Brief Overview
Characteristics of Design-Based Learning
Work to Be Done: A Concise List
Conclusion
References
3 Socially Responsive Design Education: Emerging Designers and Authentic Transdisciplinary Collaborations
Introduction
Background: Design Education Contexts and Purposes
The Changing Role of Higher Education
Shifting Perspectives in Design Practice and Education
Case Study in Practice: Impact Lab 2: People
Considering Collaborative, Inclusive, Adaptable, and Responsive Design
Tools to Demonstrate Theory in Action
The Design Studio as a Collaborative Space
Positionality and Diversity in the Design Process
Considering Complexity, Wider Systems, and Processes
Reflective Practice and Engendering a Critical Discourse
Discussion and Final Thoughts
References
4 Blurring the Boundaries: The New Collaborative Education, Work and Skills Ecosystem
Introduction
Service-Dominant (S-D) Logic and Its Relevance
S-D Logic and Higher Education
UK Higher Education Context
Innovative Practices in UK Higher Education Institutions
Complex Problems and Problem-Solving as a Centre Piece
Experiential Learning, Employability and Work-Based Learning
Interdisciplinary Centres of Excellence
Conclusion
References
5 Embracing a Pedagogy of Ambiguity in Higher Education
Introduction
Higher Education, Uncertainty, and Ambiguity
Interpreting Ambiguity
Tolerating Ambiguity
Ambiguity in Design Education
Embracing a Pedagogy of Ambiguity
Ten Provocations for a Discussion on Ambiguity for Teaching and Learning in Higher Education
Conclusion
References
6 Designing for X-Disciplinarity: Why, What and How? Why Now?
Positioning
Challenges for Transdisciplinarity
Different Parts of the Same Equation
X-Disciplinarity: Looking Ahead
References
Part II Design Education Blending and Crossing Boundaries: Practices for the 21st Century
7 Designing a Tactile Class in Online Learning: “Click-Points” vs Touchpoints
Introduction
Theoretical Framework
Cognitive Learning Styles
The Figurative Communication in the Classroom
Multi-dimensional Metaphors—Enhanced Communication
Research Methods
Designing the Activities
Re-envisioning the Remote Classroom
What If? and How Might We?
The Activities
The Delivery of the Activities
Analysis
Results
Conclusions and Practical Implications
References
8 Designing Learning Design Pedagogy: Proactively Integrating Work-Integrated Learning to Meet Expectations
Introduction
Incorporating Work-integrated Learning into Learning Design as a Strategy
Modulating the Design and Applicability of Learning Design Curriculum
When do the Curriculum and Pedagogical Design Work for Learning Outcomes?
Case Study: Operationalising WIL Into Tertiary Education
Contextualising Assessment Tasks Within (Post)Graduate Education
Why Focus on Assessments?
Industry-like Discussions
Internship Experiences
Future Directions and Discussion
References
9 Creating Eddies: A Transformation Design Project Founded on Caring
Introduction
Background: Caring in Design Education and Practice
Caring Education
Caring Design
Case Study: Eddy at New Paltz
Conclusion
References
10 Design Challenging the Concept of Market
Introduction
What Is Design?
Markets and Marketing
When Design Meets Marketing
What Kind of Environments Are We Considering?
Design as Problem Solving and Meaning
The Challenges
One Challenge Is About Levels of Analysis
Discussion
A Few Pedagogical Implications
References
11 Blending Boundaries: Design and Technology
Crossing Boundaries
Position/Starting Point
Face to Face ‘vs’ Online
You Are the Space
Mind vs Body
Metaphor, Embodiment, and Boundaries
Blurring Boundaries
Ethics of Embodiment
Back to Boundaries
References
Part III Shifting the Mindset: Design as a Catalyst for Rethinking Interdependencies Across Boundaries
12 Teaching Change by Learning Change
Introduction: A Questioning that Informs Questions
Participants, Ambitions, and Hopes
Questions Emerging from a Questioning
Research Design
Insights from Benchmarking Review
Insights from Trialling Pedagogies
Systemic Thinking
Creative, Critical Thinking
Participation
Informed Decision-Making
Futures Thinking
Place-Based Learning
Interdisciplinarity
Learning Through Making
Changing Ourselves as We Guide Others: Findings and Learnings
Ways of Being
Ways of Knowing
Ways of Doing
In Conclusion: Foregrounding Cultures Changes Everything
References
13 Strategy for Building a Transformative Relationship Between the Academy and the Social and Business Environment Through Interdisciplinary Work
Introduction
Context
Methodology
The Strategy
Types of Courses
Achievements
Contribution of the Interdisciplinary Courses to the Articulation of UNal’s Mission Axes: Teaching, Research, and Extension
Discussion
References
14 Designing Sustainable Designs: Making Designers Future-Ready
Introduction
Emerging Design Roles
Interdisciplinary Skills
Social and Technological Shifts
Making Designers Future-Ready
The Role of Design Education
The Role of Design Faculty
The Role of Design Students
Conclusion
References
15 A Meditative Design Development Framework Toward Post Human-Centered Transformation of Pedagogical Processes
Introduction
Meditative Methods and Approaching the Deep
Meditative Research and Designing
Types of Meditation
Meditative Processes as Part of Design Research and Embodied Praxis
Meditative Design Praxis
Kyoto Kamo River Meditative Ideation Sessions
Naka River: Designing with the River
Meditative Design Methods
Meditative Ideation (MI)
Meditative Persona (MP)
Framework
Discussion
MDDF and the Between-Ness
Conclusion
References
16 Capacities for the New World: Changing Roles and Responsibilities of Educators and Learners
Capacities for the New World and the Role of Design and Designers
Changing Role and Responsibilities of Learners
Changing Roles and Responsibilities of Educators
Conclusion
References
17 Conclusion
Design Interventions
Drivers for Change
Pedagogies Changing Societies
Considerations
Photo Credits
Index
