How can you improve and focus on the knowledge produced through a design project by design students? The range of skills and competencies in design education is not limited to the ability to handle different types of projects themes. In an overall perspective a master education at a university is also about acquiring skills and competencies in adapting, producing and reflecting on knowledge in a design process. Using learning theory in a number of cases this paper will unfold the principles, structure and tools used in the process reporting to describe the inherent reflections in the design process can emphasize the knowledge production aspects of the process. By making the reflections and evaluation more explicit and accessible this provide a platform for the student to relate to the type of knowledge produced by various activities and methods making theory of science very tangible and inherent in the process. It also allows for an examination that revolves around how the design solution came to be, rather than focusing on the solution itself and thus placing the design student’s awareness on knowledge production as a central and embedded part and of the education.
|Titel||When Design Education and Design Reseaech meet : The 12th Internatioal Conference on Engineering an Product Design Education 2-3 September 2010|
|Redaktører||Casper Boks, William Ion, Chris MacMahon, Brian Parkinson|
|Status||Udgivet - 2010|