Mapping the journey: visualising collaborative experiences for sustainable design education

Abstract

The paradigm of design is changing. Designers now need to be equipped with the skills and knowledge that will enable them to participate in the global move towards a sustainable future. The challenges arise as Design for Sustainability deals with very complex and often contradictory issues. Collaborative learning experiences recognise that these complex issues can be addressed with the pooling of diverse knowledge, perspectives, cultures, skills and tools. Unless, however the process of collaboration is explored in detail, the opportunity for reflection, learning and improvement is lost. This paper proposes that by introducing and analysing collaboration within third level design education, the capacity for responsible design practice can be developed, leading to a transformative shift in how designers are taught as students and subsequently practice as professionals. Over two multidisciplinary projects devised and undertaken by design students from the University of Limerick (Ireland), Hogeschool Utrecht (Netherlands) and Virginia Commonwealth University (USA), the collaborative path is mapped and critical junctions identified. From this process of mapping and visualisation, collective narratives of the overall project experience are constructed (through the eyes of the participants and planners). This leads to a greater understanding and appreciation of the benefits and limitations of the collaborative experience.

Design for Social Sustainability. An educational approach for insular communities

“…All these have something in common with those competencies McMahon and Bhamra (2016) suggest as enablers to understand sustainability and design responsibly (figure 1). Design, from McMahon & Bhamra (2016).…”

“…When dealing with social aspects and working with communities, designers are not only 'facilitators' but also 'therapists' able "to change the perception of things in order to change the emotional and behavioral reaction, ultimately in order to change the understanding of a problem" (Meroni, 2008, p.36). Collaboration allows designers to hear other voices, build on both collective and individual knowledge and develop softer skills (Tang & Vezzani, 2014) during the cyclical process of consultation, negotiation, compromise, decision-making, agreement and reflection (McMahon & Bhamra, 2016;Chiu, 2002). Collaborative learning exists when individuals share, open discussions, create shared knowledge, and are active participants in all this.…”

“…Collaborative learning exists when individuals share, open discussions, create shared knowledge, and are active participants in all this. According to the literature, McMahon & Bhamra (2016) collect the criteria which determine the success or failure of collaboration: interpersonal ties, the role of the individual, compromise, holistic thinking, sharing ideas, and positivity. In addition to these, synergy and communication are considered as key contributors toward collaboration.…”

Sustainable Design Masters: Increasing the Sustainability Literacy of Designers

“…the studio itself was declared a 'sustainable environment', with the belief that our behaviour reflects our values and affects the way we think and produce. Recycling bins were located inside this and other studios and a corner was assigned to store scrap material/boards for reuse" [26] (p. 188). The MA Sustainable Design studio is furnished entirely with surplus university furniture, and we seek to minimise the material impacts of our studio and exhibition practices via an internal circular economy.…”

Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System

“…This finding is consistent with the results of this research regarding the knowledge of Design Education teachers in an Irish context and further supports the opportunity for increasing teachers' knowledge and understanding regarding Education for Sustainable Development. Additionally, in an Irish design context McMahon and Bhamra suggest that "designers now need to be equipped with the skills and knowledge that will enable them to participate in the global move towards a sustainable future" [63] (p. 595). The same can be said for design educators at second level who have the opportunity to increase the integration of Education for Sustainable Development in Design Education subjects.…”