Wide aspects of a university education address design: the
conceptualization, planning and implementation of man-made
artifacts. All areas of engineering, parts of computer science and
of course architecture and industrial design all claim to teach
design. Yet the education of design tends ot follow tacit
practices, without explicit assumptions, goals and processes.
This book is premised on the belief that design education based
on a cognitive science approach can lead to significant
improvements in the effectiveness of university design courses and
to the future capabilities of practicing designers. This applies to
all professional areas of design. The book grew out of publications
and a workshop focusing on design education. This volume attempts
to outline a framework upon which new efforts in design education
might be based.
The book includes chapters dealing with six broad aspects of the
study of design education:
- Methodologies for undertaking studies of design learning
- Longitudinal assessment of design learning
- Methods and cases for assessing beginners, experts and special
populations
- Studies of important component processes
- Structure of design knowledge
- Design cognition in the classroom
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