Uncovering problematics in design education - learning and the design entity


This paper attempts to articulate some of the challenges for the curriculum, teaching methods and assessment in design education arising from research currently underway in London and Australia. Taking a phenomenographical approach, the research asks whether the experience of learning and teaching in design education, both for students and teachers, is consistent with conceptions shared, within the educational community, about the professional world of designers. We believe that there is substantial variation in the conceptions held by both students and teachers about what design is and how it should be learned. These variations in conceptions have a significant impact on how students learn and how teachers teach

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