Critical making: Exploring the use of making as a generative tool

Schwartz, Chad

doi:10.1080/15505170.2016.1200168

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…It tends to overwhelm students with a large amount of information. The learning of digital fabrication techniques in a studio setting consumes more time than other subjects because without the technical knowledge, it is difficult to explore the potential of a design [6,11]. Unfortunately, in some instances, students tend to use digital software and fabrication tools as problem-solving devices instead of active probes in designing [7].…”

Section: Discussionmentioning

confidence: 99%

“…The ability to see technology as part of the design solution means that it is integrated into the knowledge structure of experiences. As Schwartz pointed out, "too rarely in an architectural curriculum are acts of making used, instead, to generate ideas and sometimes they are left out of the primary iterative loop of idea conception altogether" [6].…”

Section: Discussionmentioning

confidence: 99%

“…Through physical making in the case studies, the students applied and enacted tacit or embodied knowledge. According to Schwartz, this embodied practice is where "the maker uses his or her body to generate a set of movements (known or unknown) in order to achieve the desired form or result of the made object" [6].…”

Section: Tacit Knowledge and Critical Makingmentioning

confidence: 99%

“…This mode of teaching has recently being advocated in other curriculum areas such as science, technology, engineering and mathematics (STEM), as a means of integrating trans-disciplinary knowledge [6].…”

Section: Introductionmentioning

confidence: 99%

“…In the last part of the chapter, we will look at the results of an on-going questionnaires administered to the students of these design studios to understand the role of technology from their perspective. We will discuss how technology affected their design process and evaluate the impact of integrating technology in design teaching; the steep learning curve associated with technology teaching in design is often seen as a primary drawback [6,7,9]. We will review experiential learning through making and examine how tacit knowledge allows students to develop a multi-dimensional appreciation of the design problem.…”

Section: Introductionmentioning

confidence: 99%

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Making as Pedagogy: Engaging Technology in Design Teaching

Loh¹

2018

Advanced Learning and Teaching Environments - Innovation, Contents and Methods

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With the wide spread adaptation of digital technology in the design discipline, there is a need to understand the role of technology in design teaching. In this chapter, we will examine the role of technology as probes, prototype, and toolkits and ask how this facilitates a more holistic learning process. "Design problem" is by its nature multi-facetted and open ended. The difficulty faced by most educators in the design discipline is that of encouraging students to develop critical thinking and approach the open-ended nature of their subject. We will explore making as a critical investigation of the design problem with two projects taught in an architectural design studio environment, at both undergraduate and graduate levels as case studies. By reviewing experiential learning through making, we can develop a more integrated means of teaching technology within a broader trans-disciplinary design context.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Tacit Knowledge and Critical Makingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Making as Pedagogy: Engaging Technology in Design Teaching

Loh¹

2018

Advanced Learning and Teaching Environments - Innovation, Contents and Methods

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Arts Integration in an Undergraduate General Education Course to Improve Engagement in Bioengineering

Georges,

Kahn

2024

Biomed Eng Education

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Rapid advancements in bioengineering call for broad public literacy to help individuals better understand the changes these technologies bring to our lives. However, making bioengineering concepts accessible and relevant, especially to non-science majors, is often challenging. To address this challenge, we designed a general education course aimed at demystifying bioengineering through an inclusive, interdisciplinary approach. Grounded in STEAM (Science, Technology, Engineering, Arts, and Mathematics), sociocultural learning frameworks, and inquiry-based learning, the course integrates artistic perspectives with scientific instruction to encourage creativity and critical thinking. Students explore core bioengineering concepts, ethical considerations, and societal impacts through a combination of art, hands-on making, and collaborative learning. We observed high engagement and interdisciplinary connections in the classroom and the practical experiences shared here highlight the potential for such an approach to enhance scientific literacy and appreciation of bioengineering’s role in society.

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When makers meet the metaverse: Effects of creating NFT metaverse exhibition in maker education

Hwang

2023

Computers & Education

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Critical making: Exploring the use of making as a generative tool

Cited by 8 publications

References 9 publications

Making as Pedagogy: Engaging Technology in Design Teaching

Making as Pedagogy: Engaging Technology in Design Teaching

Arts Integration in an Undergraduate General Education Course to Improve Engagement in Bioengineering

When makers meet the metaverse: Effects of creating NFT metaverse exhibition in maker education

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