Dear members,
Since two years the Journal of Design Research (JDR) is in the air, a
scientific journal on the WEB: http://jdr.tudelft.nl/
I hope that you've noticed this and that you're preparing papers for
this Journal now.
Every now and then we introduce a special theme (next to the ongoing
issues. This time we like to focus on Design Education. Since years I
follow the discussions and debates through this and other platforms, but
it's hard to find good papers on the topic underpinned with empirical
data. So, this is the theme:
"Design Learning Strategies and Design Pedagogy"
'The past few years have seen a dramatic growth in all areas of design
research. Improvement of design education is often the main objective of
these studies conducted among professionals and design students.
But what are the consequences, if any, on education? So far, it seems to
be a topic of discussion, leading to lively debates, but few empirical
studies seem to have been conducted. Is there firm evidence of
improvement or clear comparison of teaching methods in design? Has any
systematic approach been the outcome of research data?
A recently published book, Design Knowing and Learning: Cognition and
Design Education, edited by Eastman et al. (2001) is intended to be the
start of a development in a ‘science of learning’. The editors encounter
two problems when looking for studies on education: the lack of rigorous
evaluations of innovative classroom interventions and the lack of
clarity in determining the gains in student performance on the basis of
the learning method applied.'
Well, I hope that is reason for you to submit a paper on this topic.
But feel free to submit any paper regarding design thinking / design
research (http://jdr.tudelft.nl/)
Best wishes
Henri
--
Dr. Henri H.C.M. Christiaans
Associate Professor
Editor-in-Chief Journal of Design Research
School of Industrial Design Engineering
Delft University of Technology
Landbergstraat 15, 2628CE Delft The Netherlands
Phone +31 15 2783 063 Fax +3115 278 7179
Mobile +31 651 363 996
|