DS 88: Proceedings of the 19th International Conference on Engineering and Product Design Education (E&PDE17), Building Community: Design Education for a Sustainable Future, Oslo, Norway, 7 & 8 September 2017

Year: 2017
Editor: Berg, Arild; Bohemia, Erik; Buck, Lyndon; Gulden, Tore; Kovacevic, Ahmed; Pavel, Nenad
Author: Pavel, Nenad
Series: E&PDE
Institution: Oslo and Akershus University College of Applied Science, Norway
Section: Creativity and Innovation in Design Education
Page(s): 304-309
ISBN: 978-1-904670-84-1


This article focuses on design practitioner’s facilitation of knowledge transfer at the boundaries of communities of practice. As design problems are becoming more complex and problem aspects turn unpredictable, designers’ main responsibilities are shifting towards the facilitation of analytical processes. This paper strives to study the means of this facilitation through pedagogical constructivism. A case study about interfaces for knowledge transfer for the purpose of problem solving is presented; it obtains data through interviews and workshop observations. The case study analyses show how objects of the problem representation can influence the nature and amount of knowledge transfer, and how it can influence the solution generation process. Finally, the implications are discussed through the prism of interdisciplinary collaboration and application in design projects.

Keywords: Knowledge Transfer, Boundaries Of Practice, Rich Learning Environments

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