Learning in Focus (Asynchronous Session)
Faculty Accountability and the Critique Process: Lessons from a Learning Community on the Pedagogy of Design View Digital Media
Paper Presentation in a Themed Session Anna Wik, Katya Roelse
A successful design critique is neither solely the responsibility of the faculty leading it or the student participants, nor based only on the design prompt or artifact that is presented. A critique is an evaluative practice for all members, including the facilitator. Faculty members, usually the drivers of the critique, are rarely held accountable during the process. As part of a faculty learning community at a mid-Atlantic university, design faculty across several disciplines, including Fashion, Art & Design, and Landscape Architecture. examined the topic of critique to improve our learning outcomes and better engage our students. One method we instituted is “peer observation/ participation” where faculty take part in and provide feedback on each other's critiques. The group collaboratively developed a method to clarify our goals and guide observations of one another during these critiques. We also developed a annotated bibliography of foundational literature, examining a range of topics, including the critique environment, jury composition, engagement and encouragement of discussion, student preparedness and professionalism, and the project framing and evaluation. Observation provided the opportunity to explore whether a critique was truly serving one’s overall educational goals and supporting student success. Through this holistic practice, faculty model a culture of curiosity and lifelong learning and show that the critique experience is an ever-evolving process for all who participate. Outcomes of this process have been a renewed sense of responsibility to our students for creating a positive learning environment, a culture of interdisciplinary collaboration, and documentation for promotion and tenure purposes.
Use of Formal Algorithm, Conceptual Diagram, Sketch and Log Books in the First Year Design Studio View Digital Media
Paper Presentation in a Themed Session Gülsün Pelin Sarıoğlu Erdoğdu
The first year of design education is one of the most difficult periods for students. Design studios in particular differ from the other courses students are accustomed to in terms of both operation and content. In this paper, firstly, the definition of design and its relationship with other science / art branches and their different aspects are discussed. In the second part, the difficulties encountered in the design process are explained. For example, the design problem cannot be clearly defined; design problem has more than one and only solution; ot all answers to the design problem can be predicted. In the last section, some tools are explained to manage this process successfully. Conceptual diagram, sketching, formal algorithm, and process book (log-book) were included in the First Year Design Studio curriculum at a university department of architecture in order to solve various problems faced by students at different stages of the design process, and used in practice throughout the term. It was possible to overcome the difficulties of the design problem encountered in the design process with these methods.
Synchronous and Collaborative Remote Experiential Learning (SC·REL™): A New Paradigm for Remote Design Education
Paper Presentation in a Themed Session Chin-juz Yeh, Christie Shin
Online education presents major logistical challenges for design educators, and it also demands radical changes in the way that we teach. However, technology-enabled learning has tremendous potential which can make us rethink our education paradigm, expand the impact of what we do as educators, improve learning outcomes, and help students learn in new ways. This paper considers the core principles of Synchronous and Collaborative Remote Experiential Learning (SC·REL™) pedagogy developed by award-winning professors, C.J. Yeh and Christie Shin. The goal of this new pedagogy focuses on providing a hands-on learning experience that simulates the workflow of online collaboration and global teamwork. Unlike traditional distance and online learning models, SC·REL™ enables real-time interactions between faculty, students, and industry professionals which enables in-depth discussions and the exchange of ideas to maximize learning experiences and results. The authors share insights and results from the case studies. It is meant to serve as a starting point for further discoveries as well as to inspire more conversations on how we can change the way we teach and foster innovation.
Practice Object Abstraction in a Three-dimensional Foundation Course: Abstracting an Object in a Two-dimensional and Three-dimensional Intermediate Process
Paper Presentation in a Themed Session Sunki Hong
As an approach implemented for students in industrial design, this task aims to learn the fundamental principles of design (focusing on harmonization, repetition, and rhythm) by using various techniques and materials, such as silicon molding and plaster casting operations. Industrial design students can acquire materials and processes together with the elements and principles of design through this project.
