Conference Agenda
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Agenda Overview |
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D416: DESIGN METHODS AND PEDAGOGY
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Making inclusion actionable in design studio teaching: a practice-oriented framework for developing inclusive designers Iowa State University, United States of America This paper presents the Designable Inclusive Design Methodology, a modular framework that was tested across two consecutive semesters in a company-sponsored design studio within academic settings. The toolkit provides practical and repeatable methods that embed inclusion throughout the design process. Developed through research through design, it offers a fast and flexible alternative to large-scale curriculum reform. Initial findings indicate that the use of the methodology enhances student confidence, fosters deeper reflection, and promotes inclusive thinking in everyday studio work. Developing design method as teaching tools: the dual role of design methods in practice and pedagogy Aalto Design Factory, Aalto University, Finland This paper draws on Method Content Theory and the Method Teaching framework to analyze the User Testing Toolkit, in its dual role as a design and a teaching tool. The paper shows how the toolkit, by supporting the contextualization of user testing in a broader design context, not only support design activities, but also the critical reflection on design context and actions, necessary for development of appropriate design practices. As such, the paper sheds light on how design methods can be developed to support both effective design action and the development of appropriate design practices. What’s the big IDEA? Co-designing engineering outreach with inclusivity, diversity, equity and accessibility in mind 1University of Bristol, United Kingdom; 2Bristol Robotics Lab, United Kingdom Engineering outreach helps to address the STEM "leaky pipeline," yet often lacks inclusive design guidance. This paper presents a methodology for co-designing activities using Inclusivity, Diversity, Equity, and Accessibility (IDEA) principles. Through three workshops integrating pedagogy training and storytelling, the method proved effective: participating engineers’ IDEA knowledge jumped from 20% to 75%, and delivery confidence rose from 24% to 71%. This methodology successfully equips professionals with the confidence and skills to foster a more diverse engineering workforce. Challenges in understanding, using, and teaching design methods: perspectives of design educators Indian Institute of Technology Delhi, India This study identifies the challenges design educators face in understanding, using, and teaching design methods and derives features from these challenges for an enhanced methods repository to support design practice and pedagogy. Interviews with 21 educators yielded 14 distinct themes of challenges, based on which the following features are proposed: (a) detailed method information with context-based recommendations and teaching resources, (b) a platform to learn and practice with guidance, and (c) step-by-step walkthroughs with cross-disciplinary examples. | ||
