Pedagogical Pathways (Asynchronous Session)
The Alchemical Dream of Man-made Crystals: A Contextual Review of the Creative Use of Man-made Crystals for the Production of Jewellery View Digital Media
Paper Presentation in a Themed Session Sofie Boons
This paper reports on the limited creative use of man-made crystals for the production of jewellery designs through a contextual review. Jewellers have used crystals for the creation of jewellery for centuries (Philips, 2012) utilising tools to adjust and enhance them. Today however, significant innovations in man-made crystals are revolutionising other sectors (i.e. technology and engineering). In the jewellery industry, where crystals are used in great numbers, there has however been limited creative exploration of these grown materials. The jewellery industry instead is fearful of a significant disruption by these ‘fakes’ (Pyne, 2019) with only a sparse number of jewellery crystal suppliers taking an interest in growing crystals for the purpose of creative exploration beyond the imitation of mined crystals. Artefacts are reviewed in which man-made crystals have been adopted, thus identifying how this enabled creativity in design. Furthermore, the impact of the terminology used to label man-made and mined crystals is interrogated and a need for the identification of alternative terminology proposed. The paper concludes with a summary of future potential creative possibilities achievable when jewellery designers have greater involvement, understanding and opportunities for collaboration to enable the creative enhancement and incorporation of man-made crystals into jewellery designs. It was initiated as part of a PhD study into the design implications, possibilities, and limits of utilising man-made crystals in the development of jewellery designs at the Centre for Fine Print Research in the University of the West of England.
A Cultural Inquiry: Collaborative Art + Design Teaching View Digital Media
Paper Presentation in a Themed Session Lisa Jayne Willard, Ry Mc Cullough
Two classrooms sat side by side, one exploring the practice of graphic design, the other learning the techniques of screenprinting. The professors began a dialogue about bringing the disciplines together in a collaborative context. To cultivate this endeavor, a two-week workshop was structured. Groups and pairs of students were formed based on their knowledge and experience levels. They were tasked with conducting a cultural inquiry on the year 1981. The research and investigations allowed for historical and cultural information to be applied to the production of an artifact that employed design inspiration and utilized a component of screenprinting. No parameters on the visual outcome, but a single prompt was given: “What is a book?” The research examined considerations for the era that included the atmosphere or timeline which could serve as a palette of creative content choices. Further inquiry used the process of editing and creating; investigation of the cultural orbit: records, politics, posters, social issues, design, art, entertainment; and employing the dominant visual language of the time. This overlap of art and design allowed for working collectively as teams in order to create and communicate effectively. Processes of design thinking were used toward concept-based ideation, iteration and prototyping. Students discovered visual languages, implemented critical research and found relevant discussion topics. The final outcome used written and visual forms created through research, story and design. An important final component of the workshop was the delivery of strategic critiques and capturing student feedback.
A Study of the Remote Instruction for UX/UI Education: Happy Accident in Finding Effective Pedagogy from the Online Classroom and Instruction View Digital Media
Paper Presentation in a Themed Session Sang-Duck Seo
This research investigates the discovery of new design pedagogy in remote instruction. Since remote instruction was introduced to design programs or majors in higher education, various positive and effective teaching and learning instructions have been discovered from empirical studies. This study experimented with various class activities of UX/UI disciplines that transformed into the online classroom. Even if there were various online UX/UI studies available, this study also addresses collected responses as to see if those online learning examples are more and less effective based on the students’ learning experiences in remote instruction. In addition, the new pedagogical instructions articulate a clarification of the difference between online and remote instruction. Thus, this study discusses significant findings for a successful model of remote instruction in UX/UI course as follows: 1) Interactive class communication and interaction method through video conferencing class meeting, 2) Review of digital tools for remote instruction friendly, 3) Analysis of effective pedagogy and learning, and 4) A further discussion of a distance study in a new education paradigm and trend.
Design Thinking In and Out of Prison View Digital Media
Paper Presentation in a Themed Session David Smith
This paper follows a collaboration between a small group of Auburn University (USA) graphic design students and a small group of students within an Alabama correctional facility named Staton. The reason for the collaboration was to solve a communication challenge with the Staton students as the target audience and idea generators, and the Auburn students to interpret the ideas and produce visual assets. The project’s aim was to engage students of very limited resources with students possessing abundant resources in solving a design challenge. Both student groups had the same design thinking instructor who facilitated the process as a case study. Working back and forth in an iterative process, solutions where developed with results that would not be considered innovative. The study reveals how innovative problem solving can be hampered by limited communication, resources, and flexibility.
Community x Technology x Design
Paper Presentation in a Themed Session Heidi Dunkelgod
Combining the pedagogical strategies of Problem Based Learning (PBL) and Community Based Learning (CBL), this project blends student practice of design research, creative and iterative design methods with emerging technology within a real-world, civic context. Students create a conceptual design of a smartphone app for city (municipal) service problem reporting targeting the youth demographic. While producing research and creative assets, students examine their designs through various written modes (describe, analyze, compare, critique) deployed as a heuristic along an industry-typical iterative design process. The student experience is one part workshop, one part design research, and one part creative / critical / conceptual thinking. The project's aim and significance are underscored by the current general disconnectedness between civic responsibility, individual action, and conceptions of public ownership of the built environment—in this instance, the city. This pedagogical case study traces the genesis, development, and subsequent student outcomes from coursework designed to foster a sense of personal civic power and local action in San Francisco. Through careful choreography of hard and soft skills with experiential learning methods, the project offers a synthetic model for design education.
