Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework

Rieger, Janice; Rolfe, Annie

doi:10.1111/jade.12348

Cited by 7 publications

(3 citation statements)

References 16 publications

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“…This real-world connection enables 'authentic learning' to take place (Herrington et al, 2014). Assisting students to develop complex skills such as systems-thinking is strengthened by this approach, as Rieger (2021) suggests in relation to the teaching of inclusive design. Irwin et al (2020) discuss how complicated problems can be answered by solutions of varying complexity and expertise in the Winterhouse Social Design Pathways Matrix (Figure 8).…”

Section: Discussion On Teaching and Learningmentioning

confidence: 99%

Education for Sustainability approaching SDG 4 and target 4.7

Vélez¹,

Escobar²,

Rossi³

et al. 2022

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To face current sustainability challenges, we need to continue building, sharing, and applying the best possible knowledge to continue collaboratively developing solutions that allow us to improve how we live on our planet. In this, universities and other educational institutions have a crucial role in research, teaching, and service within the academic community and beyond. In this role, educational institutions also contribute to building and strengthening technical and relational human capabilities. It enables people to understand rationally better and emotionally connect more deeply with sustainability challenges and the diverse ways to continue solving them. In strengthening capabilities to respond to sustainability challenges, the contribution of a diverse range of areas of knowledge is required in the learning dynamics. Some areas of expertise that have been known for their human-centered approach to innovation processes4, such as architecture and design, play a significant part in the search for ideas that propose new ways to meet the challenges of sustainability while promoting well-being for people and other life forms and the environment. From architecture and design, the range of possibilities to develop ideas is broad, ranging from the proposal of new products, buildings, spaces, services and processes to recent activities and lifestyles.

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Section: Discussion On Teaching and Learningmentioning

confidence: 99%

Education for Sustainability approaching SDG 4 and target 4.7

Vélez¹,

Escobar²,

Rossi³

et al. 2022

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“…As far as the environmental art design specialty is concerned, the environmental art design specialty is characterized by crossfertilization, which involves a wide range of disciplines and a deeper degree of professional subdivision. Innovating the teaching and training system and training standards of the environmental art design profession can realize the cross-fertilization of the discipline of environmental art design profession with the scientific and technological revolution and industrial change, and the cross-fertilization of the professional curriculum with multidisciplinary knowledge [4][5][6][7]. Oriented by the all-media perspective, which aligns with the ability cultivation requirements of the environmental art design profession, it can give full play to the teaching advantages of project-based teaching and make teaching the environmental art design professional courses more targeted [8][9].…”

Section: Introductionmentioning

confidence: 99%

The application of an all-media perspective-oriented teaching in the environmental art and design program

2023

Applied Mathematics and Nonlinear Sciences

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This paper is oriented to the all-media vision to run the database mechanism in a multidimensional interactive teaching system for environmental art and design majors to maximize the possibility of predicting the probability distribution of the next course. Installing the database on the server enables data interaction within the system. Use a wavelet neural network for training to achieve the balance of communication channels. The results show that the mean square error of the system designed in this paper is under 0.1, the minimum average response time is 120.6ms, and the score of the important factor of student course evaluation is 75. The all-media vision can provide teaching design ideas for the teaching process of environmental art design majors and nurture applied design talents, as demonstrated.

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“…According to recent research that addressed authentic learning in undergraduate design projects, students benefitted in many ways, from developing an understanding of the abilities of users unlike themselves, to creating connections to potential clients (Rieger and Rolfe, 2021;Wilson & Schwier, 2009). In sum, I found that there were both advantages and disadvantages that I needed to heed while implementing the body biography sessions.…”

Section: Interdisciplinaritymentioning

confidence: 99%

The Body Biography as a User-Centered Design Practice: Four Artists Narrate Their Studio Stories

Morawski¹

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Although best practices have been associated with art studios for individuals with disabilities, there is a gap in pertinent literature on obtaining feedback from the artists. Consequently, I conducted a qualitative research study, theoretically and practically grounded in narrative inquiry and multimodal literacies in relation to accessibility via user-centered design. The center piece was the body biography practice used to access the artists' feedback for informing best practices in their studio. Findings led to insights in (i) helping studios facilitate best practices, (ii) addressing online design implications of the body biography practice, and (iii) helping individuals designing for people with disabilities. Statement of the problem and rationaleRecently, artist studios have become places to enhance the personal and professional quality of life for artists with developmental disabilities. Focusing on a content analysis of social media in relation to pertinent research literature, I carried out a preliminary study and found that such art studios provide a variety of medium offerings, quality materials, professional staff support, opportunities for personal advocacy as well as connections to the community (Morawski, 2019).Although best practices have been associated with these art studios, there appears to be a gap in pertinent literature on obtaining feedback directly from the artists themselves whose means of communication may not always fit with conventional methods of collecting data. In their research on community art centers for artists with disabilities, Wexler and Derby (2015) emphasize the need to expand the means of valid communication "beyond traditional speech and writing" (p. 137).Personas have provided designers with valuable information on commonalities associated with particular groups of users (Adlin & Pruitt, 2010;Chang, Lim & Stolterman, 2008;Silva & Teixeira, 2019). Rather than considering the unique needs and characteristics of each individual within a group, designers create a composite character that they can think about when designing and marketing. Pertinent literature, however, has revealed potential problems with personas from hindering creative thinking (So & Joo, 2017) to stereotyping (Turner & Turner, 2011). Furthermore, because artist studios tend to place emphasis on client-centered services, personas, with an emphasis on commonality instead of individuality, would not be in an optimal position to access and provide the studios with the best knowledge needed to personalize their programs. Although identified as developmentally disabled, the label belies the uniqueness of each artist's situation, including their abilities, talents, interests, backgrounds, and preferred

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Breaking Barriers: Educating Design Students about Inclusive Design through an Authentic Learning Framework

Cited by 7 publications

References 16 publications

Education for Sustainability approaching SDG 4 and target 4.7

Education for Sustainability approaching SDG 4 and target 4.7

The application of an all-media perspective-oriented teaching in the environmental art and design program

The Body Biography as a User-Centered Design Practice: Four Artists Narrate Their Studio Stories

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