1,110 research outputs found
Design for Outdoor Education: Redefining Schooling Through Design Oriented Experimentations in Outdoor Contexts
No full textIn the redefinition of the world's equilibrium in the post-pandemic context, it has become increasingly necessary to invest
in the search for alternative or improved design systems of the educational experience with respect to remote learning. In
the near future, therefore, innovative pedagogical practices oriented towards sustainability and safety, such as Outdoor
Education - aimed at making outdoor space an educational environment - could meet the new needs for revision and
redesign of educational experiences. Starting from this premise, the contribution intends to report the results of a research
project financed by the funds for the Research of the Sapienza University of Rome, and carried out in collaboration with
the ""Bosco Caffarella"" outdoor kindergarten in Rome, Italy, which is currently being tested. By setting up a network of
interdisciplinary cultural exchange between Design, Sociology and Pedagogy, the research project set out to undertake
an action-research path for the design of design-oriented educational actions and tools aimed at children in the 3-6 year
age range. The objective of this experimentation is to propose a reinterpretation of the use of educational services and
to demonstrate how the hybridisation of pedagogy, storytelling and design thinking, assisted by the educating role of the
natural environment itself, would make it possible to facilitate the transmission of cultural values, catalyse knowledge,
foster creativity or convey messages and emotional responses. Design for Outdoor Education, precisely, for a conscious,
sustainable and futuristic design of the education of tomorrow's children
Basic [Gender] Design. Modelli e format di insegnamento al Design, inclusivi e non normativi, per la preservazione e valorizzazione delle unicità
No full textIl Design for All (DfA) è un’istanza progettuale che mira a garantire accessibilità, condivisione, personalizzazione e inclusività degli artefatti e dei servizi, superando le barriere tra umano e artefatto. Tuttavia, l’approccio di universalità basato sulla neutralizzazione e la progettazione “one size fits all” deve essere rivisto poiché può escludere gruppi emarginati, perpetuare stereotipi di genere e creare disuguaglianze sociali. Per ri-formulare il DfA, è essenziale rivedere le basi del pensiero progettuale, in particolare la formazione in Design, per consentire ai designer di adottare una prospettiva più inclusiva e rispettosa delle singole unicità. Questo implica l’inclusione di questioni di genere nel
corpus teorico-metodologico del Basic Design, con l’obiettivo di integrare una queer-usability nel processo di design.Design for All (DfA) is a design instance aimed at ensuring accessibility, sharing, personalization, and inclusivity of artifacts and services, bridging the gap between human and artifact. However, the concept of universality based on neutralization and “one size fits all design” needs to be reconsidered as it may exclude marginalized groups – perpetuate gender stereotypes – and generate social inequalities. To reformulate the DfA approach, it is essential to review the foundations of design thinking, particularly in Design education, enabling designers to embrace a more inclusive and respectful perspective of individual uniqueness. This entails incorporating gender issues into the theoretical and methodological framework of Basic Design, with the goal of integrating queer-usability into the design process
Mapping, Coding, Learning. When Infographic Meets Digital Education – A Pilot Programme in Design School
No full textMedia Literacy and Media Education are two concepts that are now endorsed and become part of the academic lexicon of contemporary society internationally and seem to be recognised for all intents and purposes as new processes of education within formal or informal educational contexts. This process, however, cannot be self-taught and entrusted exclusively to the experiential practice of everyone, but requires forms of cultural mediation in educational contexts, especially for the development and practice of more sophisticated transversal digital skills. In this sense, a growing number of researchers in different disciplinary fields claim the need for a 'design twist' in educational practices, with "Design" playing a leading role in terms of notions, processes, and no less distinctive intelligence. The discipline of Design, through the artefacts of Information Design - like infographics - can assist such pedagogical activities, facilitating storytelling in the acquisition of new content and tools supporting the educator in guiding the learning. Starting from these premises, the contribution - through the case study of the Digital Education programme of the master’s in design, Multimedia and Visual Communication at Sapienza University - aims at critically reflecting on the relevance of disciplinary trespassing in the reconstruction of the methodologies of Design applied to future Digital Education. Contaminations useful for the research of new models, methods and processes that allow the design of new learning experiences aimed at the construction of democratic educational systems, inclusive and more adherent to contemporary challenges
Eating with Type. Designing a Letterpress Workshop Based on Typeful Thinking Approach for Food Education
No full textStarting from the observation of an evident precariousness in the contemporary relationship between man and food, this contribution is meant to show a new proposal of workshops for children in the K=12, Grade 4–5 category, aimed at stimulating in a creative and experiential way a critical and conscious thinking about food. Starting from the methodology of Artful Thinking and Object Based Learning, the project shifts the pedagogical focus from the interaction with the artistic object to the interaction with the design object; and in particular with the movable type, identified as an activating element of the educational process in the transition from Artful to Typeful Thinking. The Typeful Thinking workshop therefore represents a potentially innovative food education tool that leverages on the concretisation of critical thinking through five thinking routines that go from conceptual abstraction —through a physical artefact, the letterpress printing— to their tangibility
Changing Prospects in Design Education. Rupture and Ties with the Legacy of the Ulm Model
No full textFocusing on Maldonado’s role as an educator, what surprises is the depth of thought that characterises his writings as well as his theoretical competence. Trained as an artist, Maldonado was exceptionally cultivated, endowed with great critical attitude, and passionate for design, not merely as a practice, but as a form of education. To this type of education, since the 1950s, he dedicated a large part of his career and academic endeavours, working on the development of a philosophy of design. The weight that Maldonado’s work carries within the history of design education is exemplified by the prestige of what is known as Ulm Model, a benchmark for most schools of design still today.
Understanding the legacy of the Ulm School of Design (Ulm HfG) – whose training approach owes much to Maldonado – in the contemporary landscape of design education became the starting point of our investigation. A critical reading of some of Maldonado’s writings on the theory of education helped us trace the connections between the traditional models and the current reform of education in the field of design. In this respect, the end point was the conflicted relationship that the current reform movement shows to have with the old paradigm of design education. While breaking with the past, most of the schools that are leading the change prove to be rooted in the pedagogical tradition of the Ulm HfG. Shedding light on this ambivalence is the aim of our research.
In addition to examining the nature of the ambivalent relationship that some world leading schools of design have with the traditional models of education, this essay gives an overview of how design education as a whole is evolving and what possible course(s) it may take in the near future
Nature-centered design. Strategie design-driven per l’analisi e la valorizzazione del capitale naturale
No full textNegli ultimi dieci anni il sistema
internazionale degli enti parco e la rete dei
numerosi attori coinvolti nella gestione del
capitale naturale globale sta comprendendo
la rilevanza del design nel progetto strategico
di tutela e valorizzazione del principale
patrimonio dell’umanità. Questa “attenzione”
vede l’applicazione delle pratiche e dei
metodi propri del design in molte delle sue
declinazioni: dalla comunicazione visiva alla
multimedialità, alla componente di spatial e
exhibit design associata all’organizzazione
di spazi sia esterni sia interni, alle strategie
di product e del service design. La ricerca
finanziata (la proposta interdisciplinare
“Design-Driven Strategies for Natural
Capital” è risultata vincitrice del bando
competitivo per progetti di ricerca di Ateneo
nel 2019) mira ora ad ampliare il lavoro di
analisi finora condotto, valutando l’apporto
che la cultura immateriale e le applicazioni del
design della multimedialità può fornire alle
strategie di “connessione” a un patrimonio di
fondamentale valore
Feed: design for Eating Disorders prevention in pre-adolescent age
No full textIn the contemporary era, in which the hedonistic diet has been brutally replaced by the practice of nutritionism (Pollan, 2007), eating disorders are a serious threat to the new generation. However, still only 4 out of 100 primary prevention programs is effectively
improving the position of young people in relation to the risk factors (Della Grave, 2013).
Taking in consideration the picture of the incidence of eating disorders among the adolescents, this work has the purpose of investigating, by adopting an interdisciplinary approach, the existing systems of prevention and early diagnosis of ED and obesity, in order to analyze their effectiveness and development possibilities. The use of design methodologies allows therefore to systematize the data collected and to put forward a future proposal for school prevention services, in which the well-being of the teenager and his healthy awareness of food and body appearance can be seen as the result of the cooperation of different professional figures.
The research ranges from pedagogy to clinical psychology, from the sciences of nutrition to the sociology of food, with a strategic focus on the phenomenon of gamification, which acts as a glue between the message transmitted by each individual discipline and the Generation Z’s user
Changing Prospects in Design Education: Rupture and Ties with the Legacy of the Ulm Model
No full textChanging prospects in design education: rupture and ties with the legacy of the Ulm model
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