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DESIGN LEARNING MIND-SETS

DESIGN LEARNING MIND-SETS

Year: 2015

Section: Human Behaviour in Design, Design Education

Editor: Christian Weber, Stephan Husung, Gaetano Cascini, Marco Cantamessa, Dorian Marjanovic, Monica Bordegoni

Author: Hamat, Basyarah (1,2); Badke-Schaub, Petra (1); Eris, Ozgur (1)

Series: ICED

Institution: 1: TU Delft, The Netherlands; 2: Universiti Teknologi Malaysia, Malaysia

Section: Human Behaviour in Design, Design Education

Pages: 341-350

ISBN: 978-1-904670-74-2

ISSN: 2220-4334

Abstract

It is postulated that students have prevailing mind-sets which influence the performance of their design learning during their university education. These mind-sets - when identified - can be influenced appropriately to augment students design learning capabilities. In light of this assumption, this paper intends to present insights towards characterizing design learning mind-sets. This will be based on a theoretical framework that involves two main constructs: pedagogy and student's learning approaches. These two constructs are explored through the Approaches and Study Skills Inventory for Students (ASSIST survey) and semi-structured interviews administered to industrial design students. This paper presents the results obtained from one university. Based on examining the ASSIST survey and transcripts of the semi-structured interviews conducted, insights were obtained regarding: 1) the learning approaches that industrial design students deployed; and 2) how learning approaches that industrial design students deployed and pedagogy administered by teachers informs the state of students design learning mind-sets.

Keywords: Design Education, Design Learning, Mind-Set

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