Abstract
This paper shares the results of research into the designing for one approach, a term referring to a (student) designer designing for one individual in which the individual’s specific interests, accessible tools, capabilities, etc. shapes the designer’s process and are reflected in the resulting bespoke design. This particular study looked at four individual case studies in which design students of various disciplines and educational levels from universities both in the US and in Belgium used this approach. In order to identify how these cases were operating differently, these cases were analysed by a panel of 21 design education experts. Specifically, these cases were analysed for factors that moved the design process from the known and routine into areas that were unfamiliar and unknown. Eleven variables were identified in the designing for one approach that offered this shift. Next to this, the analysis included over 200 pages of interview transcripts from students in the four cases, looking to identify how these variables impacted the student’s experience. What this paper offers to readers, then, is a list of 11 change variables that both design researchers and educators can use and adapt to bring their students in contact with factors that challenge their discipline, medium and processes as well as the lecturer’s existing design educational practice.
Presenters
Andrea WilkinsonPost-doc Inter-Actions, Health, Empathy and Wellbeing / Art and Design Education, LUCA School of Arts, Belgium
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education Approaches, Research Methodology, Design Practice, Designing for One
