Making Explicit in Design Education: Generic Elements in the Design Process

Fuente: ERIC Institute of Education Sciences

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Dettagli Bibliografici
Autori principali:	van Dooren, Elise, Boshuizen, Els, van Merriënboer, Jeroen, Asselbergs, Thijs, van Dorst, Machiel
Natura:	Recurso educativo Open Access
Lingua:	en
Pubblicazione:	2014
Soggetti:	Design Teaching Methods Creativity Learning Processes Guidelines Novices Specialists Educational Practices
Accesso online:	Acceder al recurso
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author	van Dooren, Elise Boshuizen, Els van Merriënboer, Jeroen Asselbergs, Thijs van Dorst, Machiel
author_facet	van Dooren, Elise Boshuizen, Els van Merriënboer, Jeroen Asselbergs, Thijs van Dorst, Machiel van Dooren, Elise Boshuizen, Els van Merriënboer, Jeroen Asselbergs, Thijs van Dorst, Machiel
collection	Education Resources Information Center
contents	Making Explicit in Design Education: Generic Elements in the Design Process van Dooren, Elise Boshuizen, Els van Merriënboer, Jeroen Asselbergs, Thijs van Dorst, Machiel Design Teaching Methods Creativity Learning Processes Guidelines Novices Specialists Educational Practices In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process.
format	Recurso educativo Open Access
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spellingShingle	Making Explicit in Design Education: Generic Elements in the Design Process van Dooren, Elise Boshuizen, Els van Merriënboer, Jeroen Asselbergs, Thijs van Dorst, Machiel Design Teaching Methods Creativity Learning Processes Guidelines Novices Specialists Educational Practices Making Explicit in Design Education: Generic Elements in the Design Process van Dooren, Elise Boshuizen, Els van Merriënboer, Jeroen Asselbergs, Thijs van Dorst, Machiel Design Teaching Methods Creativity Learning Processes Guidelines Novices Specialists Educational Practices In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process.
title	Making Explicit in Design Education: Generic Elements in the Design Process
topic	Design Teaching Methods Creativity Learning Processes Guidelines Novices Specialists Educational Practices
url	https://eric.ed.gov/?id=EJ1037884

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