Revealing Students' Ethical Awareness during Problem Framing.
Expert designers determine what problem needs to be solved by creating a frame that allows the identification of potential solutions. However, it is unclear how students learn to generate these frames effectively, particularly in relation to ethical decision‐making and selecting appropriate constrai...
| Publicado en: | International Journal of Art & Design Education Vol. 38; no. 2; pp. 299 - 314 |
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| Formato: | Artículo |
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Wiley-Blackwell
May2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=136174364&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 136174364 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: May2019 vid: 38 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 136174364 10.1111/jade.12190 ppf: 299 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 232KB tig: atl: Revealing Students' Ethical Awareness during Problem Framing. aug: au: Gray, Colin M. su: Design education Ethics Industrial design education Young adults Higher education sug: subj: Design education Ethics Industrial design education Young adults Higher education keyword: design character design cognition design education ethics problem framing ab: Expert designers determine what problem needs to be solved by creating a frame that allows the identification of potential solutions. However, it is unclear how students learn to generate these frames effectively, particularly in relation to ethical decision‐making and selecting appropriate constraints. In this study, undergraduate and graduate industrial design students at a large Midwestern United States university participated in a one‐day workshop that focused on designing products for natives of sub‐Saharan Africa to sell in their home nations. Participants (n=100) worked in 21 teams to generate a range of constraints and problem statements while being scaffolded by instructions, research materials and worksheets. Teams struggled to identify specific use contexts and users, even though these elements were present in relatively complex form in provided research materials. Students appeared to build distance between their own experiences and that of users they were designing for, leading to little awareness of the ethical and normative commitments that were reified in their problem statements and solutions. Implications for the explicit development of an ethically aware design character in design education are considered. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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