Designing for the real world: the studio as pedagogical approach to teach creativity
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | DATJournal |
Texto Completo: | https://datjournal.anhembi.br/dat/article/view/401 |
Resumo: | This study addresses the role of the Design Studio as a pedagogic approach and presents the development of a brief conducted with undergraduate year 3 students in Aotearoa, New Zealand. A mixed framework of quantitative and qualitative methods was used to guide the methodology of the study. The literature and research on the human-centred approach informed the construction of the study and provided ways to interpret the data and situate the findings. Using Design-based research (DBR- Collins, 1999; Brown, 1999), as a methodology used by educators to analyse the development of the brief, the paper presents student’s outcomes and the chronological activities advanced in the classroom over a 12-week period (correspondent to an academic semester). Experiences with real clients and users were important in allowing students to experience Social Design and engage students with wicked problems that were complex and interconnected. The study found the students understanding of real-world problems and working in a collaborative environment has developed more engaging content and development of collaborative methods that promoted cultural diversity and use of technology. |
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Designing for the real world: the studio as pedagogical approach to teach creativityDiseño para el mundo real: el estudio como enfoque pedagógico en la enseñanza de la creatividadDesign para o mundo real: o estúdio como abordagem pedagógica no ensino de criatividadeEducação em disignDesign socialEstúdio de designPesquisa orientada pela práticaDesign EducationSocial DesignDesign StudioDesign-based ResearchEducación en diseñoDiseño socialEstudio de diseñoInvestigación orientada a la prácticaThis study addresses the role of the Design Studio as a pedagogic approach and presents the development of a brief conducted with undergraduate year 3 students in Aotearoa, New Zealand. A mixed framework of quantitative and qualitative methods was used to guide the methodology of the study. The literature and research on the human-centred approach informed the construction of the study and provided ways to interpret the data and situate the findings. Using Design-based research (DBR- Collins, 1999; Brown, 1999), as a methodology used by educators to analyse the development of the brief, the paper presents student’s outcomes and the chronological activities advanced in the classroom over a 12-week period (correspondent to an academic semester). Experiences with real clients and users were important in allowing students to experience Social Design and engage students with wicked problems that were complex and interconnected. The study found the students understanding of real-world problems and working in a collaborative environment has developed more engaging content and development of collaborative methods that promoted cultural diversity and use of technology.This study addresses the role of the Design Studio as a pedagogic approach and presents the development of a brief conducted with undergraduate year 3 students in Aotearoa, New Zealand. A mixed framework of quantitative and qualitative methods was used to guide the methodology of the study. The literature and research on the human-centred approach informed the construction of the study and provided ways to interpret the data and situate the findings. Using Design-based research (DBR- Collins, 1999; Brown, 1999), as a methodology used by educators to analyse the development of the brief, the paper presents student’s outcomes and the chronological activities advanced in the classroom over a 12-week period (correspondent to an academic semester). Experiences with real clients and users were important in allowing students to experience Social Design and engage students with wicked problems that were complex and interconnected. The study found the students understanding of real-world problems and working in a collaborative environment has developed more engaging content and development of collaborative methods that promoted cultural diversity and use of technology.Este artigo descreve o papel do estúdio de design como uma abordagem pedagógica e apresenta o desenvolvimento de um brief (nome utilizado para descrever o conteúdo programático de uma disciplina) realizado com alunos do terceiro ano de graduação em Design, em Aotearoa, Nova Zelândia. Uma estrutura mista de métodos quantitativos e qualitativos, foi empregada para o design da disciplina e seu conteúdo curricular. A literatura e as pesquisas com questionamentos centrados no ser humano informaram a construção do conteúdo e modos de interpretar os dados e situar os resultados. Usando Pesquisa baseada em design (Design-based research ou DBR (Collins, 1999; Brown, 1999) e uma metodologia utilizada por educadores para analisar o desenvolvimento do briefing, o artigo apresenta os resultados dos alunos e as atividades cronológicas desenvolvidas em sala de aula ao longo de um período de 12 semanas (correspondente a um semestre acadêmico). Experiências com clientes e usuários permitiram que os alunos compreendessem problemas complexos e interconectados dentro do tema de Design Social. O estudo teve como resultado um ambiente criativo e crítico, com o uso de atividades que promoveram a diversidade cultural e o uso da tecnologia com métodos colaborativos dentro das práticas do estúdio de design.Universidade Anhambi Murumbi2021-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://datjournal.anhembi.br/dat/article/view/40110.29147/dat.v6i2.401DAT Journal; Vol. 6 No. 2 (2021): Dossiês Saúde(s) + PPG DTI UNIFATEA + Simpósio LINK; 331-344DAT Journal; Vol. 6 Núm. 2 (2021): Dossiês Saúde(s) + PPG DTI UNIFATEA + Simpósio LINK; 331-344DAT Journal; v. 6 n. 2 (2021): Dossiês Saúde(s) + PPG DTI UNIFATEA + Simpósio LINK; 331-3442526-178910.29147/dat.v6i2reponame:DATJournalinstname:Universidade Anhembi Morumbi (ANHEMBI)instacron:ANHEMBIporhttps://datjournal.anhembi.br/dat/article/view/401/291Steagall, Marcos MortensenTavares, Tatianainfo:eu-repo/semantics/openAccess2021-10-22T15:00:43Zoai:ojs.datjournal.anhembi.br:article/401Revistahttps://datjournal.anhembi.br/datPUBhttps://datjournal.anhembi.br/dat/oai||ppgdesign@anhembi.br2526-17892526-1789opendoar:2021-10-22T15:00:43DATJournal - Universidade Anhembi Morumbi (ANHEMBI)false |
dc.title.none.fl_str_mv |
Designing for the real world: the studio as pedagogical approach to teach creativity Diseño para el mundo real: el estudio como enfoque pedagógico en la enseñanza de la creatividad Design para o mundo real: o estúdio como abordagem pedagógica no ensino de criatividade |
title |
Designing for the real world: the studio as pedagogical approach to teach creativity |
spellingShingle |
Designing for the real world: the studio as pedagogical approach to teach creativity Steagall, Marcos Mortensen Educação em disign Design social Estúdio de design Pesquisa orientada pela prática Design Education Social Design Design Studio Design-based Research Educación en diseño Diseño social Estudio de diseño Investigación orientada a la práctica |
title_short |
Designing for the real world: the studio as pedagogical approach to teach creativity |
title_full |
Designing for the real world: the studio as pedagogical approach to teach creativity |
title_fullStr |
Designing for the real world: the studio as pedagogical approach to teach creativity |
title_full_unstemmed |
Designing for the real world: the studio as pedagogical approach to teach creativity |
title_sort |
Designing for the real world: the studio as pedagogical approach to teach creativity |
author |
Steagall, Marcos Mortensen |
author_facet |
Steagall, Marcos Mortensen Tavares, Tatiana |
author_role |
author |
author2 |
Tavares, Tatiana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Steagall, Marcos Mortensen Tavares, Tatiana |
dc.subject.por.fl_str_mv |
Educação em disign Design social Estúdio de design Pesquisa orientada pela prática Design Education Social Design Design Studio Design-based Research Educación en diseño Diseño social Estudio de diseño Investigación orientada a la práctica |
topic |
Educação em disign Design social Estúdio de design Pesquisa orientada pela prática Design Education Social Design Design Studio Design-based Research Educación en diseño Diseño social Estudio de diseño Investigación orientada a la práctica |
description |
This study addresses the role of the Design Studio as a pedagogic approach and presents the development of a brief conducted with undergraduate year 3 students in Aotearoa, New Zealand. A mixed framework of quantitative and qualitative methods was used to guide the methodology of the study. The literature and research on the human-centred approach informed the construction of the study and provided ways to interpret the data and situate the findings. Using Design-based research (DBR- Collins, 1999; Brown, 1999), as a methodology used by educators to analyse the development of the brief, the paper presents student’s outcomes and the chronological activities advanced in the classroom over a 12-week period (correspondent to an academic semester). Experiences with real clients and users were important in allowing students to experience Social Design and engage students with wicked problems that were complex and interconnected. The study found the students understanding of real-world problems and working in a collaborative environment has developed more engaging content and development of collaborative methods that promoted cultural diversity and use of technology. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://datjournal.anhembi.br/dat/article/view/401 10.29147/dat.v6i2.401 |
url |
https://datjournal.anhembi.br/dat/article/view/401 |
identifier_str_mv |
10.29147/dat.v6i2.401 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://datjournal.anhembi.br/dat/article/view/401/291 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Anhambi Murumbi |
publisher.none.fl_str_mv |
Universidade Anhambi Murumbi |
dc.source.none.fl_str_mv |
DAT Journal; Vol. 6 No. 2 (2021): Dossiês Saúde(s) + PPG DTI UNIFATEA + Simpósio LINK; 331-344 DAT Journal; Vol. 6 Núm. 2 (2021): Dossiês Saúde(s) + PPG DTI UNIFATEA + Simpósio LINK; 331-344 DAT Journal; v. 6 n. 2 (2021): Dossiês Saúde(s) + PPG DTI UNIFATEA + Simpósio LINK; 331-344 2526-1789 10.29147/dat.v6i2 reponame:DATJournal instname:Universidade Anhembi Morumbi (ANHEMBI) instacron:ANHEMBI |
instname_str |
Universidade Anhembi Morumbi (ANHEMBI) |
instacron_str |
ANHEMBI |
institution |
ANHEMBI |
reponame_str |
DATJournal |
collection |
DATJournal |
repository.name.fl_str_mv |
DATJournal - Universidade Anhembi Morumbi (ANHEMBI) |
repository.mail.fl_str_mv |
||ppgdesign@anhembi.br |
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1797239921700765696 |