Colleagues
A common undergraduate comment is that marking systems encourage students
to 'play safe' in assessed design project work. They claim that they feel
that to 'go out on a limb' with an innovative idea is too risky and that
staff will not support them in terms of marks.
I would be grateful for any feedback from fellow educators on promoting and
rewarding innovation in undergraduate design work. I appreciate that the
general context of a programme is important and that, to some extent, the
answer lies not with the system of marking but in the way a programme
operates etc.
I would like to hear from other design programmes on how they approach this
question. In addition people working outside design education might be able
to illuminate the issue. Hopefully the discussion could be of benefit to
us all.
Dr H G Denton.
Senior Lecturer / Programme Leader - Industrial Design and Technology with
Education
Loughborough University
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