6 Result(s)
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Chapter
A Content-Agnostic Praxis for Transdisciplinary Education
In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on develo** students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate...
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Chapter
Building a Holistic Design Identity Through Integrated Studio Education
Design education has quickly evolved from product-focused to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to ...
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Chapter
Use of Precedent as a Narrative Practice in Design Learning
In this chapter, we discuss narrative as a tool for designing, with regard particularly to how narrative may characterize precedent. Precedent is a critical form of design knowledge, comprising the designer’s ...
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Chapter
Narrative Qualities of Design Argumentation
The narrative qualities of a design presentation and subsequent critique comprise a design argument, distilling designers’ rationale for their design, rooted in their process. In this paper, I analyze two consecu...
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Chapter
Designerly Tools, Sketching, and Instructional Designers and the Guarantors of Design
Sketching can be a means to visualize learning objects and experiences differently than is possible in text-based representations. In particular, the experiential qualities of designed experiences can be explo...
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Chapter
Critiquing the Role of the Learner and Context in Aesthetic Learning Experiences
I critique the role of learners and context to more fully explore the latent conceptions and performance of aesthetic learning experiences in instructional design and technology. This critique is intended to a...
