Decoding sustainable competencies and didactics in design education

Thomas Østergaard

doi:10.35199/EPDE.2020.2

Decoding sustainable competencies and didactics in design education

Thomas Østergaard

Design og business

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

Abstract

As recent reports and researchers suggest, the development of future ‘creativity’ and ‘creative skills’ of the future designers could be determinant for the designer’s capacity of dealing with the complex future challenges and the designers employability. (Future Skills Report, 2018 (FSR)Manzini, 2016, Wilson and Zamberlan, 2017)

At the same time, researchers impose the role of the designers and design schools to be potential “Agents of Change” (Manzini, 2016) and a revaluation of creativity as a key factor in employability is also emerging within design-education and cognitive psychology research. (Cortinas, Esparza and Martinez-Villagrasa, (2018), Williams and Askland, 2012, Stana, 2017)

In a study, summarizing research and practices over three years in the “Decoding European Creative Skills” (DECS) program, Cortinas, Esparza and Martinez-Villagrasa, (2018) collected data by interviewing and performing action-research workshops with a product design SME professional and students from ELISAVA, Salzburg Hochschule and Delft University in a creative challenge set-up. They also used the newly developed EU-funded research project which is on-line the “Creative Decoding Tool” (CDT) (“The Creative Competencies Dictionary, Between Design Practice and Education in the 21’ st Century” (2018).

This paper wishes to analyze if a learning process, based on Service Design (SD) methodology, with a divergent and convergent approach of the Experimental Experience Learning and entrepreneurial didactics (Kirketerp, 2011, Kolb, 1984, 2005) can adapt some of the recommendations and recent DECS project, by increasing the focus of self-assessment, efficacy and reflection earlier in a learning design-process and how this knowledge can be used by students, the collaborating partners and the professors involved in the future complex design-projects.

Keywords:
Design Education, Design for Change, Design Didactics, Decoding European Creative Skills, Design for Social Innovation,

Originalsprog	Engelsk
Titel	The Value of Design & Engineering Education in a Knowledge Age : Proceedings of the 22nd International Conference on Engineering and Product Design Education
Redaktører	Lyndon Buck, Erik Bohemia, Hilary Grierson, Anders Bisgaard, Mette Terkildsen, Paul John McElheron
Antal sider	6
Forlag	The Design Society Institution of Engineering Designers
Publikationsdato	10 sep. 2020
Sider	7-13
ISBN (Trykt)	9781912254101
DOI	https://doi.org/10.35199/EPDE.2020.2
Status	Udgivet - 10 sep. 2020
Begivenhed	22nd International Conference on Engineering and Product Design Education: The Value of Design & Engineering Education in a Knowledge Age - VIA Design, Birk Center park 5, Herning, Danmark Varighed: 10 sep. 2020 → 11 sep. 2020 https://epde.info/epde2020/

Konference

Konference	22nd International Conference on Engineering and Product Design Education
Lokation	VIA Design, Birk Center park 5
Land/Område	Danmark
By	Herning
Periode	10/09/20 → 11/09/20
Internetadresse	https://epde.info/epde2020/

Navn	Proceedings Of The International Conference On Engineering And Product Design Education
Nummer	E&PDE2020

Emneord

Æstetik, design og medier
Ledelse, organisationsudvikling og innovation

Adgang til dokumentet

10.35199/EPDE.2020.2Licens: CC BY

https://epde.info/2020/wp-content/uploads/sites/2/2020/09/EPDE-2020-Book-of-Abstracts-V1.1.pdf

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https://epde.info/2020/

Commoning in Educations
Østergaard, T. (Oplægsholder)
7 jan. 2022
Aktivitet: Tale eller præsentation - typer › Foredrag eller oplæg

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Citationsformater

Østergaard, T. (2020). Decoding sustainable competencies and didactics in design education. I L. Buck, E. Bohemia, H. Grierson, A. Bisgaard, M. Terkildsen, & P. J. McElheron (red.), The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education (s. 7-13). The Design Society Institution of Engineering Designers. https://doi.org/10.35199/EPDE.2020.2

Østergaard, Thomas. / Decoding sustainable competencies and didactics in design education. The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education. red. / Lyndon Buck ; Erik Bohemia ; Hilary Grierson ; Anders Bisgaard ; Mette Terkildsen ; Paul John McElheron. The Design Society Institution of Engineering Designers, 2020. s. 7-13 (Proceedings Of The International Conference On Engineering And Product Design Education; Nr. E

@inproceedings{6343c908af0341978801cba973d3e44a,

title = "Decoding sustainable competencies and didactics in design education",

abstract = "Designers face a world needing help to create sustainable solutions for complex systems. Some researchers stress that many European design-graduates still finish their studies with a narrow concentration in design skills and lacks competencies in order to cope with the complex reality. [20] As such it becomes central how the designers are prepared to meet complex problems. In this way, the what and how they are taught becomes essential. But it also becomes central if the educators have the right competencies and didactic understanding to teach the students sustainability competencies. [12] [13] [20] Finally, as competencies are descriptive for a person{\textquoteright}s capability of acting, competencies do not ensure action of the intended competency. The use of entrepreneurial didactics in Education for Sustainable Development is therefore essential. [6] The article uses data from two R&D projects, asking what competencies students need, which they miss and how they can improve their competencies working with sustainable challenges; the Design for Change Course (DFC) at VIA Design and research performed during the Decoding European Creative Skills (DECS) [1] project, adapted to the DFC course in 2019. It also asks how the educators could improve their Education for Sustainable Development (ESD) competencies. The findings from this study shows a need for change in both the educational didactical approach to ESD education as well in terms of interacting and developing the students{\textquoteright} competencies. It also shows that very few educators in the immediate vicinity felt capable of or competent to teach in Educations for Sustainable Development.",

keywords = "aesthetics, design and media, Design Education, Design for Social & Sustainable Innovation, Entrepreneurship, Design Didactics, Education for Sustainable Development, management, organizational development and innovation",

author = "Thomas {\O}stergaard",

year = "2020",

month = sep,

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doi = "10.35199/EPDE.2020.2",

language = "English",

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series = "Proceedings Of The International Conference On Engineering And Product Design Education",

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pages = "7--13",

editor = "Lyndon Buck and Erik Bohemia and Hilary Grierson and Anders Bisgaard and Mette Terkildsen and McElheron, {Paul John}",

booktitle = "The Value of Design & Engineering Education in a Knowledge Age",

publisher = "The Design Society Institution of Engineering Designers",

address = "United Kingdom",

note = "22nd International Conference on Engineering and Product Design Education : The Value of Design & Engineering Education in a Knowledge Age, EPDE 2020 ; Conference date: 10-09-2020 Through 11-09-2020",

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Østergaard, T 2020, Decoding sustainable competencies and didactics in design education. i L Buck, E Bohemia, H Grierson, A Bisgaard, M Terkildsen & PJ McElheron (red), The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education. The Design Society Institution of Engineering Designers, Proceedings Of The International Conference On Engineering And Product Design Education, nr. E&PDE2020, s. 7-13, 22nd International Conference on Engineering and Product Design Education, Herning, Danmark, 10/09/20. https://doi.org/10.35199/EPDE.2020.2

Decoding sustainable competencies and didactics in design education. / Østergaard, Thomas.
The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education. red. / Lyndon Buck; Erik Bohemia; Hilary Grierson; Anders Bisgaard; Mette Terkildsen; Paul John McElheron. The Design Society Institution of Engineering Designers, 2020. s. 7-13 (Proceedings Of The International Conference On Engineering And Product Design Education; Nr. E.

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

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AU - Østergaard, Thomas

PY - 2020/9/10

Y1 - 2020/9/10

N2 - Designers face a world needing help to create sustainable solutions for complex systems. Some researchers stress that many European design-graduates still finish their studies with a narrow concentration in design skills and lacks competencies in order to cope with the complex reality. [20] As such it becomes central how the designers are prepared to meet complex problems. In this way, the what and how they are taught becomes essential. But it also becomes central if the educators have the right competencies and didactic understanding to teach the students sustainability competencies. [12] [13] [20] Finally, as competencies are descriptive for a person’s capability of acting, competencies do not ensure action of the intended competency. The use of entrepreneurial didactics in Education for Sustainable Development is therefore essential. [6] The article uses data from two R&D projects, asking what competencies students need, which they miss and how they can improve their competencies working with sustainable challenges; the Design for Change Course (DFC) at VIA Design and research performed during the Decoding European Creative Skills (DECS) [1] project, adapted to the DFC course in 2019. It also asks how the educators could improve their Education for Sustainable Development (ESD) competencies. The findings from this study shows a need for change in both the educational didactical approach to ESD education as well in terms of interacting and developing the students’ competencies. It also shows that very few educators in the immediate vicinity felt capable of or competent to teach in Educations for Sustainable Development.

AB - Designers face a world needing help to create sustainable solutions for complex systems. Some researchers stress that many European design-graduates still finish their studies with a narrow concentration in design skills and lacks competencies in order to cope with the complex reality. [20] As such it becomes central how the designers are prepared to meet complex problems. In this way, the what and how they are taught becomes essential. But it also becomes central if the educators have the right competencies and didactic understanding to teach the students sustainability competencies. [12] [13] [20] Finally, as competencies are descriptive for a person’s capability of acting, competencies do not ensure action of the intended competency. The use of entrepreneurial didactics in Education for Sustainable Development is therefore essential. [6] The article uses data from two R&D projects, asking what competencies students need, which they miss and how they can improve their competencies working with sustainable challenges; the Design for Change Course (DFC) at VIA Design and research performed during the Decoding European Creative Skills (DECS) [1] project, adapted to the DFC course in 2019. It also asks how the educators could improve their Education for Sustainable Development (ESD) competencies. The findings from this study shows a need for change in both the educational didactical approach to ESD education as well in terms of interacting and developing the students’ competencies. It also shows that very few educators in the immediate vicinity felt capable of or competent to teach in Educations for Sustainable Development.

KW - aesthetics, design and media

KW - Design Education, Design for Social & Sustainable Innovation, Entrepreneurship, Design Didactics, Education for Sustainable Development

KW - management, organizational development and innovation

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M3 - Conference contribution to proceeding

SN - 9781912254101

T3 - Proceedings Of The International Conference On Engineering And Product Design Education

SP - 7

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BT - The Value of Design & Engineering Education in a Knowledge Age

A2 - Buck, Lyndon

A2 - Bohemia, Erik

A2 - Grierson, Hilary

A2 - Bisgaard, Anders

A2 - Terkildsen, Mette

A2 - McElheron, Paul John

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Y2 - 10 September 2020 through 11 September 2020

ER -

Østergaard T. Decoding sustainable competencies and didactics in design education. I Buck L, Bohemia E, Grierson H, Bisgaard A, Terkildsen M, McElheron PJ, red., The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education. The Design Society Institution of Engineering Designers. 2020. s. 7-13. (Proceedings Of The International Conference On Engineering And Product Design Education; Nr. E doi: 10.35199/EPDE.2020.2

Decoding sustainable competencies and didactics in design education

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