Designing for Designing: Information and Communication Technologies (ICTs) and Professional Education

Abstract

Information and Communication Technologies (ICTs) appear to be well fitted to the education of design professionals, such as architectural and engineering students, mainly because of the unique culture of these professional schools, where the emphasis is on creativity, collaboration, social relevance and rapid communication of ideas. Attention is focused on the reflection-inaction theory of Donald Schön as well as the educational paradigm of constructivism as it is articulated by Dewey and Vygotsky. It is also argued that the full implementation of ICTs for professional education would also be extremely beneficial to the development of professional collegiality beyond the borders of geography and culture. All of this is followed by a consideration of important criticisms brought to bear upon both the use of ICTs in the classroom and the commonly held assumption that constructivism is the optimal educational paradigm. iJADE 30.2 (2011)

Online Collaboration in Design Education: an Experiment in Real‐Time Manipulation of Prototypes and Communication

“…). In line with this, it has been claimed that ICT appears to be well fitted to the education of design professionals having the unique culture of emphasising creativity, collaboration, social relevance and rapid communication of ideas (Wang ). Diverse studies in art and design education have focused on the benefits of ICT in enhancing and facilitating a particular learning aspect in terms of collaborative learning that includes interdisciplinary/multidisciplinary (Winberg ), problem‐solving (Karakaya & Şenyapılı ), virtual studios (Shao et al .…”

“…In addition, the various multimedia supports for communication enrich and enhance collaborative decision‐making processes (Lomas et al . ) and as a result, are of benefit to professional collegiality (Wang ). As Simoff & Maher (, 121) asserted, however, creating ‘a sense of place and community among the participants’ is a great challenge for teachers in computer‐mediated collaborative design.…”

“…In design education, furthermore, online collaboration tools can be used to enhance offline collaboration particularly when a design project requires reviewing the previous stages as an application has recorded all the processes (Drinkwater et al 2004;Lomas et al 2008). In addition, the various multimedia supports for communication enrich and enhance collaborative decision-making processes (Lomas et al 2008) and as a result, are of benefit to professional collegiality (Wang 2011). As Simoff & Maher (2000, 121) asserted, however, creating 'a sense of place and community among the participants' is a great challenge for teachers in computer-mediated collaborative design.…”

Virtual Voices: Exploring Creative Practices to Support Life Skills Development among Young People Working in a Virtual World Community

“…Recent work has explored the value of Information and Communication Technologies (ICTs) in the wider domain of professional design education (Wang 2011). Other studies have examined the role of text-based virtual learning environments (VLEs) in online design education (Park 2011).…”

Optimalisasi Penggunaan WhatsApp dalam Perkuliahan Penilaian Pendidikan Fisika

“…Dampak kegiatan pembelajaran yang menggunakan fasilitas dalam jaringan (daring) juga telah diteliti. Kaware dan San (2015) serta Wang (2011) menemukan bahwa penggunaan TIK dalam pembelajaran memberikan kesempatan lebih luas bagi siswa dalam mengakases sumber informasi untuk belajar [1], [4]. Lebih lanjut, pembelajaran dengan memanfaatkan TIK juga dapat memberikan manfaat bagi guru maupun dosen sebagai pengajar.…”