Design Sprints, Designathons and Place‐Based Learning in the Context of Real‐World Health Problems.
Considering the complexity of COVID‐19 and post‐pandemic learning conditions, how can we foster intercultural and real‐world learning outcomes in design studios? This article explores the possibilities for situated learning experiences to prepare students for industry. Design sprints and designathon...
| Publicado en: | International Journal of Art & Design Education Vol. 44; no. 3; pp. 677 - 693 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Aug2025
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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=187503052&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 187503052 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: Aug2025 vid: 44 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 187503052 10.1111/jade.12578 ppf: 677 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 1.2MB tig: atl: Design Sprints, Designathons and Place‐Based Learning in the Context of Real‐World Health Problems. aug: au: Chamorro‐Koc, Marianella Scharoun, Lisa affil: School of Design, Queensland University of Technology (QUT), Queensland, , Australia su: Place-based education Design education Design thinking Situated learning theory Problem solving Higher education sug: subj: Place-based education Design education Design thinking Situated learning theory Problem solving Higher education keyword: design sprint designathon higher education intercultural thinking place‐based learning situated learning ab: Considering the complexity of COVID‐19 and post‐pandemic learning conditions, how can we foster intercultural and real‐world learning outcomes in design studios? This article explores the possibilities for situated learning experiences to prepare students for industry. Design sprints and designathons are intensive experiences used in studio settings to solve big problems and test new ideas in a short period of time. During these experiences, teams are facilitated through a design thinking process in which they ideate, prototype, and test solutions. When designed effectively, designathons and design sprints have the potential to foster rich and authentic, collaborative and problem‐solving skill sets that are not otherwise possible in such a short timeframe in the traditional higher education learning environment. Through two learning examples of design sprints and designathons, both during and post‐pandemic and situated in the context of real‐world health problems, this article outlines the benefits and challenges of this learning 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: 2025 holdings: @attributes: islocal: N |
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