E&PDE 2024 - 26th International Conference on Engineering & Product Design Education
The Conference will bring together representatives from education and industry interested in sharing new perspectives on design education.
Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
A BLENDED APPROACH OF ONLINE TOOLS TO ENHANCE COLLABORATION ABILITY IN DESIGN EDUCATION
WU, Duan; LIU, Renxuan
Type:
Year:
2024
Editor:
Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author:
Series:
E&PDE
Institution:
College of Design & Innovation,Tongji University, China, People's Republic of
Page(s):
437 - 442
DOI number:
ISBN:
978-1-912254-200
ISSN:
3005-4753
Abstract:
Collaboration is essential to Design and it is a learned skill that needs to be integrated deep into education processes. Therefore, teamwork could enable students to look beyond their own space, time and culture and prepare them for collaborative work in their future design practice. In this study, a blended approach of online tools was tested in design education process has demonstrated improved engagement of students in collaboration. The online tools discussed in this study include Slack, Figma, Miro and a card-based online workshop tool designed by the team. The study followed a course in design college from 2019 to 2022, to discuss how online tools affect the design education process in studio course of graduate students. The main objective is to evaluate how the online tools impacted students’ learning and collaboration performance. Firstly, we focused on the co-creation and the competences developed in the collaboration process. Then, we examine the quality of the design project and correlate it to the effectiveness of the communication in the teams. Finally, data were collected with surveys and self-reflection writings carried out at the end of each semester, and comparative study on the intercultural collaborative project outcomes with the outcomes of a traditional in-house team project. The results revealed that the blended approach has generated promising statistics about the learning and collaborating inclination and teamwork engagement. The advantages and values created are summarized in conclusion.
Keywords:
