Overcoming Pedagogical Challenges in Product Design Education during the Pandemic

Thakker, U.; Shrivastav, Santosh Kumar

doi:10.1017/pds.2022.242

Cited by 3 publications

(1 citation statement)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This suggests that students feel working in an online design team introduces additional risks making it harder to collaborate. Such risks include the inability to communicate ideas effectively, leading to decreased problem-solving abilities as corroborated by Thakker & Shrivastav (2022).…”

Section: Discussionmentioning

confidence: 99%

Students’ perception of risks in computer-supported collaborative design teams

Morman,

Brisco

2024

Proc. Des. Soc.

View full text Add to dashboard Cite

The recent Covid-19 pandemic created an unprecedented transition to distributed design team collaboration in education and industry, and with the sudden change in working environments, researchers must consider novel risks introduced to the design process. This research established that student perception of risk differs through personal experience and the impact of risks are greater when working online. Recommendations are made on how these risks could be mitigated further to allow the successful implantation of distributed design through computed-supported environment in education.

show abstract

Section: Discussionmentioning

confidence: 99%

Students’ perception of risks in computer-supported collaborative design teams

Morman,

Brisco

2024

Proc. Des. Soc.

View full text Add to dashboard Cite

show abstract

Virtual design studios in practice: a case study on overcoming pedagogical challenges

Shariatrad,

Dehbandi,

Makani

2024

Int J Technol Des Educ

View full text Add to dashboard Cite

Studio-centred coursework as a model for hybridized design education

Sagheb

Walkup

Smith

2023

Journal of Design, Business &Amp; Society

View full text Add to dashboard Cite

Studio coursework that focuses on real-world problems and stakeholder collaboration is an integral component of interdisciplinary design education. In the wake of the COVID-19 pandemic and increased interest in flexible models of content delivery, we conceptualize the studio course as central to interdisciplinary undergraduate education. Leveraging the pandemic as an opportunity, we argue that changes to studio coursework have created new modalities for design education. By focusing on adaptive, iterative studio coursework during each year of the undergraduate degree, we allow for hybridization of undergraduate design coursework. We present an example of the studio-centred model in action at a large polytechnic university in the United States. Our results may be beneficial to educators and practitioners interested in anchoring undergraduate curricula within interdisciplinary studio work, and for ensuring that interdisciplinary studios are able to respond to the twenty-first-century life skills essential for producing competitive graduates on the global market. We present studio-centred coursework as a model for hybridizing design education. We emphasize collaboration and discovery as key skills to develop in undergraduates. We develop this model through: (1) collaborating with industry partners to determine problem spaces and mentor students; (2) building interdisciplinary teams of students and faculty and (3) hybridizing lecture-based disciplinary coursework. We anchor our results with three years of programme assessment data. By integrating faculty, students and industry partners within the studio-centred model, this study demonstrates how hybridized design-led education can equip students for interdisciplinary collaboration as they progress towards their career goals. Furthermore, we provide discussion on how these competencies are evaluated by stakeholders as desirable skills. Students’ overall positive responses to the studio-centred coursework are captured in our quantitative data. Stakeholder responses come via focus groups held once per semester. Using studio coursework to centre design curricula allows for increased hybridization of the curriculum, as students use studio courses and capstones to apply knowledge, develop projects and attain professional mentorship. Emphasis on societal impact guides students to emphasize the broader impacts of their designs. Using quantitative and qualitative data, we provide a model that integrates research and education in undergrad curricula using a studio-centred model.

show abstract

Overcoming Pedagogical Challenges in Product Design Education during the Pandemic

Cited by 3 publications

References 15 publications

Students’ perception of risks in computer-supported collaborative design teams

Students’ perception of risks in computer-supported collaborative design teams

Virtual design studios in practice: a case study on overcoming pedagogical challenges

Studio-centred coursework as a model for hybridized design education

Contact Info

Product

Resources

About