Dear Professor Ranjan
Thanks for your reply - your clarification is very useful as the context for 'the video selfie' was not clear- I had no way of knowing, thus I found it hard to read into, or interpret the relevance of your critique to the student. Now I understand that she had established a set of criteria - a brief - for herself, and given you access to this when she sent you her prototype.
I don’t think that our teaching strategies differ radically! I also encourage students to find their own challenges. Yet ultimately this involves a stimulus of some kind- that enables students to grasp the nature and potential of their role and to identify their own direction. I am interested to learn how teachers do this, and wondering ( in the context of this discussion thread) how this might match over to descriptions that I can relate to, of 'design thinking’.
You wrote:
> I was not aiming to train students to respond to client briefs from our industry but to look for design opportunities in our environment that are worth doing and then go on to explore the context and build imaginative offerings which could help transform that situation considerably, with he student adopting entrepreneurial attitudes and passion, and this has been very successful indeed
Great! Apologies if I inadvertently suggested that there is necessarily any conflict between the two entrepreneurial approaches - i.e from "industry” or “environment” as thats not what I think at all. The access you gave us to your critique to a student, triggered my request for more information. Thank you for the further detail and the links to your papers, I look forward to reading them.
With warm regards
Fiona
Fiona Candy
http://www.creativereview.co.uk/cr-blog/2012/september/once-in-every
www.a-brand.co.uk
www.vimeo.com/fionacandy
On 28 Aug 2014, at 20:37, M P Ranjan <[log in to unmask]> wrote:
> Dear Fiona Candy
>
> A clarification, the selfie video was not an assignment that I set but one chosen by the distant student who made first time contact with me to share her understanding of design thinking and I used her product, a two minute video, as a case to explain design as I understand it.
>
> My teaching strategies may differ from yours since our intentions may be different. My students are encouraged to find their own challenges and to then use it in a design learning context through a set of processes and group situations of learning which I have described in some detail in 2002 in a paper titled The Avalanche Effect and later in 2005 in another paper titled Creating the Unknowable: Designing the Future in Education as well as on my education blog for my course called Design Concepts and Concerns. Both can be downloaded from my Academia.edu web archive.
>
> Avalanche Effect paper: https://www.academia.edu/3609791/Avalanche_Effect_2002
>
> Creating the Unknowable paper:
> https://www.academia.edu/3609796/Creating_the_Unknowable_2005
>
> Design Concepts and Concerns Blog:
> http://www.design-concepts-and-concerns.blogspot.in
>
> I was not aiming to train students to respond to client briefs from our industry but to look for design opportunities in our environment that are worth doing and then go on to explore the context and build imaginative offerings which could help transform that situation considerably, with he student adopting entrepreneurial attitudes and passion, and this has been very successful indeed
>
> With warm regards
>
> M P Ranjan
> from my iPad at home
> 28 August 2014 at 11.20 pm IST
>
> Prof M P Ranjan
> Independent Academic, Ahmedabad
> Author of blog : http://www.designforindia.com
> Archive of papers : http://cept.academia.edu/RanjanMP
> Sent from my iPad
>
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