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Learning Design Through Facilitating Collaborative Design: Incorporating Service Learning into a First Year Undergraduate Design Degree Course

Learning Design Through Facilitating Collaborative Design: Incorporating Service Learning into a First Year Undergraduate Design Degree Course

Oliver Bown, Philip Gough, Martin Tomitsch
Copyright: © 2017 |Pages: 21
ISBN13: 9781522507260|ISBN10: 1522507264|EISBN13: 9781522507277
DOI: 10.4018/978-1-5225-0726-0.ch010
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MLA

Bown, Oliver, et al. "Learning Design Through Facilitating Collaborative Design: Incorporating Service Learning into a First Year Undergraduate Design Degree Course." Collaboration and Student Engagement in Design Education, edited by Richard Tucker, IGI Global, 2017, pp. 209-229. https://doi.org/10.4018/978-1-5225-0726-0.ch010

APA

Bown, O., Gough, P., & Tomitsch, M. (2017). Learning Design Through Facilitating Collaborative Design: Incorporating Service Learning into a First Year Undergraduate Design Degree Course. In R. Tucker (Ed.), Collaboration and Student Engagement in Design Education (pp. 209-229). IGI Global. https://doi.org/10.4018/978-1-5225-0726-0.ch010

Chicago

Bown, Oliver, Philip Gough, and Martin Tomitsch. "Learning Design Through Facilitating Collaborative Design: Incorporating Service Learning into a First Year Undergraduate Design Degree Course." In Collaboration and Student Engagement in Design Education, edited by Richard Tucker, 209-229. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0726-0.ch010

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Abstract

This chapter presents a project in which students taking an undergraduate course on Design Thinking participated in a university widening participation project, visiting local schools from a low socioeconomic status background and engaging the school students in a design exercise. The project aimed to draw on the value of service learning, learning through an engaged and socially meaningful task, with tertiary students learning to facilitate design, following principles of co-design, in a community of stakeholders, and secondary students gaining contact with university life, seeing an undergraduate perspective on design, and receiving education in design thinking. Tertiary students were asked to develop design thinking toolkits that would support their design facilitation process. The authors present the results of a study of the project, based on students' assignment submissions, and a focus group following the activity.

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