Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework.
Current studies in design education suggest that students and educators base their designs on what they already know about themselves and their peers, or on stereotypical notions of others. This article presents a critical examination of a pedagogical approach employed in several architecture and in...
| Publicado en: | International Journal of Art & Design Education Vol. 40; no. 2; pp. 359 - 374 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
May2021
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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=150679311&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 150679311 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: May2021 vid: 40 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 150679311 10.1111/jade.12348 ppf: 359 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 782KB tig: atl: Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework. aug: au: Rieger, Janice Rolfe, Annie su: Teaching Authentic learning Accessible design Design students Design education Australia sug: subj: Australia Teaching Authentic learning Accessible design Design students Design education keyword: authentic learning design design education design pedagogy disabilities inclusive design ab: Current studies in design education suggest that students and educators base their designs on what they already know about themselves and their peers, or on stereotypical notions of others. This article presents a critical examination of a pedagogical approach employed in several architecture and interior design studios to determine how best to develop student understanding of how to design for real users and users with abilities different from themselves. This authentic learning approach with spatial design students and teachers from the School of Design, Queensland University of Technology, Australia and with people with differing abilities, used qualitative and quantitative questionnaires, student journals and design studio projects to create a multimodal data set. While there are no simple conclusions, or easy answers to unravel the complexity in creating inclusive designs, our findings point towards enabling new engagements and knowledge processes and scaffolding these activities around authentic learning, so that design students and educators can begin to understand the differing ways of designing for/with people with disabilities. The significance of this research is that it opens up new approaches for teaching design students about inclusive design beyond fake personas, building codes and anthropometric data, and provides evidence of the need for a more holistic, authentic and scaffolded approach. 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: 2021 holdings: @attributes: islocal: N |
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