Evaluating the role of pinterest in education and the profession of interior architecture

The number of social media platforms that influence interior architects are increasing and Pinterest is one of these instruments. Parallel to the increased use of Pinterest among designers and students, there is concern about pros and cons of this platform for education and profession of interior architecture. This study aimed to understand if interior architecture instructors, students and professional are engaged with Pinterest and how they evaluate the role of this platform for the profession and education of interior architecture. Accordingly, this study offers a theoretical framework that would underline the opportunities and threats of using Pinterest as a designer. In this scope, data was collected from 225 students, 30 instructors and 50 interior architects. Comparing the findings showed that while most of the students and instructors find Pinterest useful for education of interior architecture, the number of interior architects who believed Pinterest presented disadvantages for the profession of interior architecture were higher that those who found Pinterest useful. Results claim that educating both students and instructors about the dynamic role of the social media in transferring the teaching materials, collaborative learning and efficient academic interaction could enhance the integration of online media development and education. Findings from this study contribute to the existing literature on the role of social media on design-oriented education and professions.No sponso

Designing Group Music Improvisation Systems:A Decade of Design Research in Education

In this article we discuss Designing Group Music Improvisation Systems (DGMIS), a design education activity that investigates the contemporary challenge design is facing when we go beyond single-user single-artefact interactions. DGMIS examines how to design for systems of interdependent artefacts and human actors, from the perspective of improvised music. We have explored this challenge in design research and education for over a decade in different Industrial Design education contexts, at various geographic locations, in several formats. In this article we describe our experiences and discuss our general observations, corrective measures, and lessons we learned for (teaching) the design of novel, interactive, systemic products