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Abstract:

At the Norwegian University of Science and Technology, Department of Product Design (NTNU/IPD), a concept of ‘Vertical Learning’ within a studio environment was planned and implemented in conjunction with systems design. Systems Design, as a course planning and design process management studio teaching concept, is to provide students with an understanding about different levels of design complexities. Social learning was introduced to expose students to interdependent teamwork. This paper discusses challenges to be considered in the planning and implementation of ‘Vertical Studio Teaching’. Intermediate results showed that students were subjected to a steep learning curve, when it concerned teamwork, problem solving and design thinking. The “social learning” environment, built upon a systems approach, has proven to be a tough but useful learning experience for the students. Aspects, which were considered in the planning and early implementation, were:
• How to structure “Vertical Studio teaching” involving students from both year 2 and 3, as well as
external collaborators.
• How to formulate a project brief, where the overall system and its elements are identifiable.
• How to guide student groups in developing a concrete, but interconnected system, where product
and system design tasks are clearly defined and distributed among group members
• How to inculcate teamwork among students from different levels through social learning

Keywords:

Industrial collaboration, vertical studio teaching, systems design, social learning