Information Ecology: A Pedagogical-Didactic Paradigm for Teaching Student-Designers to Deal with Context-Issues

Research output: Contribution to conference without publisher/journalPaper without publisher/journalResearch

Abstract

The paper describes a pedagogical didactical paradigm for teaching student-designers how to deal with context issues. Form/context-relationships are conceptualized as information ecologies and described as behavioral settings using a key concept developed by social psychologist R.A. Baker in the 1960ties, and chosen here because it integrates cultural and psychological trajectories in a theory of living settings. The pedagogical-didactical paradigm comprises three distinct information ecologies, named after their intended outcome: the problem-setting, the exploration-setting, and the fit-setting. It is specified how context issues can be treated within each of these information ecologies. The paper concludes by discussing the outcome of applying this paradigm with respect to the student-designers’ competence as reflective practitioners.
Original languageEnglish
Publication date2006
Publication statusPublished - 2006

Cite this

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title = "Information Ecology: A Pedagogical-Didactic Paradigm for Teaching Student-Designers to Deal with Context-Issues",
abstract = "The paper describes a pedagogical didactical paradigm for teaching student-designers how to deal with context issues. Form/context-relationships are conceptualized as information ecologies and described as behavioral settings using a key concept developed by social psychologist R.A. Baker in the 1960ties, and chosen here because it integrates cultural and psychological trajectories in a theory of living settings. The pedagogical-didactical paradigm comprises three distinct information ecologies, named after their intended outcome: the problem-setting, the exploration-setting, and the fit-setting. It is specified how context issues can be treated within each of these information ecologies. The paper concludes by discussing the outcome of applying this paradigm with respect to the student-designers’ competence as reflective practitioners.",
keywords = "Analysis of design, ecology, design pedagogy, design education",
author = "Christiansen, {Ellen Tove}",
note = "presented at Wonderground - the 2006 Design Research Society International Conference, Lisbon, November 1-5, 2006 http://www.iade.pt/drs2006/",
year = "2006",
language = "English",

}

Information Ecology : A Pedagogical-Didactic Paradigm for Teaching Student-Designers to Deal with Context-Issues. / Christiansen, Ellen Tove.

2006.

Research output: Contribution to conference without publisher/journalPaper without publisher/journalResearch

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T1 - Information Ecology

T2 - A Pedagogical-Didactic Paradigm for Teaching Student-Designers to Deal with Context-Issues

AU - Christiansen, Ellen Tove

N1 - presented at Wonderground - the 2006 Design Research Society International Conference, Lisbon, November 1-5, 2006 http://www.iade.pt/drs2006/

PY - 2006

Y1 - 2006

N2 - The paper describes a pedagogical didactical paradigm for teaching student-designers how to deal with context issues. Form/context-relationships are conceptualized as information ecologies and described as behavioral settings using a key concept developed by social psychologist R.A. Baker in the 1960ties, and chosen here because it integrates cultural and psychological trajectories in a theory of living settings. The pedagogical-didactical paradigm comprises three distinct information ecologies, named after their intended outcome: the problem-setting, the exploration-setting, and the fit-setting. It is specified how context issues can be treated within each of these information ecologies. The paper concludes by discussing the outcome of applying this paradigm with respect to the student-designers’ competence as reflective practitioners.

AB - The paper describes a pedagogical didactical paradigm for teaching student-designers how to deal with context issues. Form/context-relationships are conceptualized as information ecologies and described as behavioral settings using a key concept developed by social psychologist R.A. Baker in the 1960ties, and chosen here because it integrates cultural and psychological trajectories in a theory of living settings. The pedagogical-didactical paradigm comprises three distinct information ecologies, named after their intended outcome: the problem-setting, the exploration-setting, and the fit-setting. It is specified how context issues can be treated within each of these information ecologies. The paper concludes by discussing the outcome of applying this paradigm with respect to the student-designers’ competence as reflective practitioners.

KW - Analysis of design

KW - ecology

KW - design pedagogy

KW - design education

M3 - Paper without publisher/journal

ER -