Paper Presentation in a Themed Session Sooshin Choi
Today's design education is too immersed in technology and markets, so it is difficult for humans to find the unique value of design. This trend is because as market competition intensifies, success in the market becomes more important than anything else. The need for design with fast-developing technology pushed out the importance of design that makes humans human. This paper proposes design education that can create innovative designs while focusing on humanities by examining designs when humanities are ignored in the design process and analyzing the results.
Critical Analysis of Novice Design Students’ Learning Behavior: Assessment as a Teaching Strategy in the First-year Design Studio View Digital Media
Paper Presentation in a Themed Session Ali Aslankan
In a student-oriented environment, ensuring motivation and trust are observed to elevate student performance. Yet the grades are valued as material products, while verbal assessment is seen to be abstract and intangible. Considering the balance of an effective tutor-student communication in any design studio, the first-year is the most challenging to articulate. This paper investigates how to formulate assessment (self-, peer- and tutor) in the design studio in order to understand students’ learning behavior and design cognition in the first-year via a case study with 137 first-year students from five different design departments in the project-based design studio. By doing so, this paper discusses how the assessment, as a teaching strategy, would demonstrate what the students “can” learn at particular stages of the design process and when the progress decelerates.
Go and See: Tours that Provide Life Changing Experiential Learning for Art and Design Students View Digital Media
Paper Presentation in a Themed Session Christopher Graves
Over the course of 20 years I have prepared, organized and led tours for art and design students to some of the major creative centers in the world such as New York City, Los Angeles, Amsterdam, London and Paris. These tours are designed to be in-depth, experiential and on the ground, where visually creative students engage and interact with leading industry professionals, while gaining rich artistic and historical perspectives through museums and historical sites. Preparing and actually leading tours create a great deal of challenges. This paper addresses the three main issues in the preparation and leading a tour for art and design students. Preparations: Where to go? Who to see and visit? How to contact, arrange and secure appointments? How to promote and generate student interest? How many students? What is the right time frame? What kind of academic credit will be offered to students? Budget Considerations. Where to Stay? Travel Tips and Safety. On The Ground Travel: What kind of itinerary is best for your students and circumstances? What to do once you are there? How to communicate as a group. How much is too much? Freedom or Restrictions - do you trust your students? Learning Outcomes: How to assess what they learned. The importance of reflection and discussion. What kind of credit should students receive? Projects or Papers? This paper offers an in-depth look at these and the many other issues that surround providing tours that open new and profound professional and creative horizons.