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Futures design pedagogies

Futures design pedagogies

At AHO teaching and research is often interwoven. An event in December named “Futures design pedagogies” celebrated design education at the Institute of Design. It did so by acknowledging the energies and responses design educators have given across the decades. Including a medley of educational motivations, innovations and emergent practices motivated to meet future challenges and needs.

«This event has drawn together a diversity of our pedagogies, practices and research. At Institute of Design we have worked to connect these and to develop strong two way relationships between teaching and research» says Professor Andrew Morrison, the organizer of the event and the coordinator of research at Institute of Design. 
 
AHO design educators about the future of design education:
 
josina_vink-2_0.jpgJosina Vink
Service design 
Design education is at a crossroads. Design is implicated in the compounding global crises of today, including by perpetuating global warming and reproducing systemic oppression. Thus, a radical reconfiguration of our curriculum, pedagogy and the structures upholding design education are urgently needed. A more critically-framed, systemically-oriented and community-engaged design education is needed to equip students and the future design industry with the mindsets and toolsets needed to directly confront the unsustainability of the status quo, co-create alternative experiments and repair our broken systems.
 
 
steinar_killi_mg_5696_0.jpgSteinar Killi
Indistrial desgin
Traditionally, industrial design has taken place at the intersection of the technical and the artistic, we still see that typical polytechnic schools and arts and crafts schools educate industrial designers. The industrial design education has thus always been a mix of project-based teaching and lecture-based. The emphasis on these has varied over the years and between the educational institutions. The changes in education seem to follow two tracks: an enormous supply of new digital tools leads to a denser and more frequent use of these. The second track is timing, the amount and availability of information are overwhelming, and the learning points must come at the right time when the motivation to make use of this is optimal.
 
 
andrew_morrison_mg_9190_0.jpgAndrew Morrison
Professor
At the event we saw that we do indeed have quite a body of research into design education (spanning tolls and methods, masters and PhD levels, and innovation and explorations, from the situated to the speculative). There's potential to formalise this further and to make clear connections and conceptual analyses of creative and critical practices where both students experiences, competencies and fluencies and design knowing are shared concerns for further development. Were in the planning phase of a collective open access book on the overarching themes of the event, along with national and international inputs. Design pedagogy is a key and anticipatory field awaiting further investigation and AHO's well placed to contribute further to its ongoing formation, not least as modes and models and means to teaching and learning are so pervasively undress duress and creative pedagogical enactment.

Andrew has written more on this in Forskningspolitikk. Read Using the future on design practices and policy learning