TY - GEN
T1 - Designerly Ways to Theoretical Insight
T2 - Visualisation as a means to explore, discuss and understand design theory
AU - Bang, Anne Louise
AU - Gelting, Anne Katrine Gøtzsche
AU - Friis, Silje Alberthe Kamille
PY - 2014/6
Y1 - 2014/6
N2 - This paper set out to investigate how design students learn from visualising theory indesign education. The exploration rests on the assumption that the application of toolsand techniques from design practice supports design students with an entrance to thetheoretical part of the field.The paper is based on teaching experiences from an MA course in design methodologywhere we use visualisation as a tool to discuss, explore and understand design theory. Tothrow light on the question, student evaluations and feedback has been included togetherwith a classification of the material from one visualisation exercise. In addition, theories forhow to understand designerly ways of knowing and constructing knowledge have beenapplied as tools to think with in the discussion.The educational approach where design students read, analyse, and visualise theory,appears to be beneficial to the students’ learning process for a number of reasons, whichwill be discussed in the paper. The main findings indicate that visualising theory isbeneficial because it applies a type of practice that the students are familiar with, andsupports the construction of new knowledge, by allowing the students to expressinformation and concepts in ways that are personally meaningful to them.
AB - This paper set out to investigate how design students learn from visualising theory indesign education. The exploration rests on the assumption that the application of toolsand techniques from design practice supports design students with an entrance to thetheoretical part of the field.The paper is based on teaching experiences from an MA course in design methodologywhere we use visualisation as a tool to discuss, explore and understand design theory. Tothrow light on the question, student evaluations and feedback has been included togetherwith a classification of the material from one visualisation exercise. In addition, theories forhow to understand designerly ways of knowing and constructing knowledge have beenapplied as tools to think with in the discussion.The educational approach where design students read, analyse, and visualise theory,appears to be beneficial to the students’ learning process for a number of reasons, whichwill be discussed in the paper. The main findings indicate that visualising theory isbeneficial because it applies a type of practice that the students are familiar with, andsupports the construction of new knowledge, by allowing the students to expressinformation and concepts in ways that are personally meaningful to them.
M3 - Conference contribution to proceeding
BT - Proceedings of Design Research Conference 2014
ER -