Learning and Leading
With Nature in Mind: Raising Awareness Through Design Education View Digital Media
Paper Presentation in a Themed Session Ipek Kastas-Uzun
With increasing urbanization, ecological and environmental problems have increased, affecting a large number of people. Landscape architecture and other design disciplines can play an important role in improving the well-being of urban dwellers and restoring ecological problems. With nature and ecological issues in mind, design education can be shaped to raise the ethical awareness of design students to become more socially and environmentally responsible designers through climate-sensitive design approaches. It is vital to create a ‘sustainable’ design awareness in students who will be working in the professional world where they will have a significant impact on protecting/destroying the delicate balance of the ecosystem in which we live. This paper discusses the role of design education in raising awareness of climate-sensitive design approaches by analyzing the course “An Introduction to Contemporary Architectural Landscaping”. This course teaches the fundamentals of landscape design, with a particular focus on topics such as climate-sensitive design, sustainability, ecological restoration, and carbon footprint. Finally, students develop design projects that aim to reduce the carbon footprint of given sites using sustainable design approaches. By analyzing the structure and outcomes of this course, this paper highlights two key findings. First, the discussion of ecological problems and solution techniques as well as the ethical responsibility of designers enhances students’ awareness of being more socially and environmentally responsible designers. Second, instead of fictional projects, places with existing ecological problems that can be experienced in daily life arouse students’ interest in developing ecological and sustainable design solutions for these places.
Exploring the Need for Enhanced Design Education Methodology: A Case Study on Informal Education's New Product Development Process with Generation Z Children View Digital Media
Paper Presentation in a Themed Session Aija Freimane
This research examines a new product development methodology as case studies in informal education delivered in 2022 and 2023 with the involvement of children aged 7-17. Corresponding age groups were formed, and each group had ninety-minute sessions held four times a week. Many children were participants in both informal education years. Through methods such as mind mapping, the worst-case scenario approach, sketching, and prototyping, the children embarked on an imaginative journey to solve challenges related to peace, climate change, and artificial intelligence. The challenge-solving brief encouraged unfiltered exploration and idea generation, pushing the boundaries of innovation. Children were tasked with defining potential clients and market opportunities. The subsequent prototyping process took on a playful and experimental character, transforming into a hands-on, tactile experience. The analysis of case studies found that collaboration and communication emerged as core aspects, along with the alteration of existing methodologies in the design and new product development process to maintain engagement and new experience by Generation Z. It is important not to adhere rigidly to a standardized design education process. The findings suggest the importance of adapting educational approaches to suit the evolving needs of Generation Z students, such as individualism, excitement, and relevance to up-to-date information. That knowledge of altering methodologies can enhance the study experience and emphasize the critical role of adaptability in the design education process for the next generation.
The Role of Contemporary Design Pedagogy: An Industry Perspective View Digital Media
Paper Presentation in a Themed Session Ruth Keogh
The role of pedagogy in the creative industries is a subject of debate in an era of rapid transformation, reflecting the dynamic nature of these sectors. This study explores tertiary education's role in Ireland's Atlantic Technological University (ATU) region, focusing on design and screen graduates. Unlike national studies, it offers a region-specific lens, spanning from Donegal to Galway. The goal is to provide educators with industry-specific insights and address the unique demands of creative employers. Employing an inductive, multi-method qualitative approach, including focus groups and interviews, the research uncovers contemporary challenges in working with creative graduates. Drawing on existing research revealing skill gaps in Irish screen-based and design-based industries, the study contributes to a nuanced understanding of the educational landscape. The data collection has concluded, with ongoing thematic analysis revealing patterns among focus groups and interviews. Directly engaging with experiences and needs of creative industry employers in the western region, the study provides timely insights for academia and industry. It aims to create pathways for more industry-focused educational practices, ensuring a smooth transition for graduates into creative industries. This concise study, spanning the ATU region, contributes valuable insights for educators, shedding light on the evolving landscape of creative industries and facilitating a seamless integration of graduates into their respective fields.
Featured Designers Ethical Dilemma: Transforming the Design Curriculum View Digital Media
Paper Presentation in a Themed Session Angelica Sibrian
“Dominator culture has tried to keep us all afraid, to make us choose safety instead of risk, sameness instead of diversity. Moving through that fear, finding out what connects us, revelling in our differences; this is the process that brings us closer, that gives us a world of shared values, of meaningful community” (hooks, 2003). It is in educational spaces where students begin to identify with race, class, nationality, religion, gender, sexual orientation, and social background. And with an increased diverse student body—which bring a wealth of knowledge, skills, and experiences into the classrooms—it is imperative for design educators to continue to transform the design curriculum. Conversely, the traditional Eurocentric ways of learning are no longer sufficient for a globalized industry. Because design involves relating with, connecting to, participating in, and understanding others and the world; it is critical for design students to understand that their own personal beliefs, views, values, and ways of being impact the work they create. This paper will 1). present a framework for integrating ethics in the design classroom, 2). showcase the outcomes and discuss the limitations and implications of the assignments, and 3). conclude with some final thoughts on the value of incorporating ethics to transform the student experience. The framework seeks to empower students to navigate ethical dilemmas and complexities inherit in the design field. Ultimately, the paper argues for the integration of ethics as a core foundational component in the design curriculum.
