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ENRICHING LEARNING EXPERIENCE THROUGH MULTIDISCIPLINARY DESIGN EDUCATION: STRUCTURE PROPOSAL FOR A LANDSCAPE DESIGN COURSE

Year 2020, Volume: 10 Issue: 3, 232 - 243, 02.07.2020

Abstract

Design related fields are quite intricate and it is hard to define strict boundaries in between these disciplines which cause the necessity of collaboration. Especially during professional careers, designers work in multidisciplinary environments where they need to develop responses collaboratively. However, undergraduate design education is being criticized for missing to fulfill this need. The aim of this paper is to discuss the role and benefits of multidisciplinary design education with the example of the course named “An Introduction to Contemporary Architectural Landscaping”. As the methodology of the paper, through deconstruction of the 3 parted course structure and analysis of student works, this paper analyses the role of a multidisciplinary education on students’ learning experiences. First two parts of the course focus on technical aspects of landscape architecture discipline, and cultural, physiological and psychological effects of landscape projects for users. Last part of the course focus on creating a platform for students to work in collaboration with other students to gain practical experience in design field where they develop a landscape architecture project on sites from their near environments. There are three main findings of the study. Firstly, inclusion of students from different disciplines in the same course increases the success rate via cross-learning experiences. Secondly, during design education, having the chance of participation to courses from different disciplines help to broaden students’ perspectives on problem solving during design phase. Finally, projects in environments that students experience in their everyday life increase their success rates. Results of the study that is based on the outcomes of the course that is conducted with the students of two different design departments indicate that this course structure and projects that are designed can be a guide for other design courses to develop a multidisciplinary course structure to include students from different disciplines, enrich their learning experiences and success after graduation.

References

  • Barnes-Powell, T. (2008). Can we meet the challenges of the 21st century holding on to the educational ideologies of the 19th century. In CLTAD conference, 3 – 4 April 2008, New York, USA.
  • Bender, D. M. (2005). Developing a collaborative multidisciplinary online design course. The Journal of Educators Online, 2(2), 1-12.
  • Blossom, N., Matthews, D. and Gibson, K. (2002). Linking interior design education and practice. Perspective, 26(1), 24-29.
  • Canniffe, B. J. (2011). Designing in and for communities: breaking institutional bariers and engaging design students in meaningful and relevant projects. Iridescent, 1(1), 202-215.
  • Davis, M. (2011). Relevance in a complex world. icograda design education manifesto', in AG Bennett & O Vulpinari (eds), ICOGRADA design education manifesto. International Council of Graphic Design Associations, Tapei, 72-75.
  • Dubberly, H. (2011). Input for updating the icograda design education manifesto. In A. G. Bennett & O. Vulpinari (Eds.), ICOGRADA design education manifesto. International Council of Graphic Design Associations, Tapei, 76-81.
  • Erkan, Ö. (2013). Interdisciplinary collaboration between interior architecture and industrial product design programs in turkey. Procedia-Social and Behavioral Sciences, 106, 1540-1547.
  • Fleischmann, K. (2013) Integrating multidisciplinary collaboration in undergraduate design education: too many cooks spoil the broth? In Proceedings from the 2nd International Conference for Design Education Researchers (3) pp. 1212-1230. From: 2nd International Conference for Design Education Researchers, 14–17 May 2013, Oslo, Norway.
  • Friedman, K. (2001) Design education in the university: Professional studies for the knowledge economy. In C. Swann & E.Young (Eds.), (2002) Re-inventing design education in the university, Proceedings of the Perth International Conference. Perth: School of Design, Curtin University of Technology, 14–28
  • Haukka, S. (2010). From education to work in australia's digital content industries: the opinions and practices of aspiring creatives in the creative industries. 60Sox Report.
  • Hunt, J. (2011). Icograda design education manifesto. In AG Bennett & O Vulpinari (eds). ICOGRADA design education manifesto. International Council of Graphic Design Associations, Tapei, 86-89.
  • Icograda (2011). “ICOGRADA Design Education Manifesto”, Tapei.
  • Kimmons, J. V. and Spruiell, P. R. (2005). Using problem-based learning in a multidisciplinary setting. Clothing and Textiles Research Journal, 23(4), 385-395.
  • Masters, C. and Baker, V. O. T. and Jodon, H. (2013). Multidisciplinary, team-based learning: The simulated interdisciplinary to multidisciplinary progressive-level education (simple©) approach. Clinical Simulation in Nursing, 9(5), e171-e178.
  • Pektaş, Ş. T. (2007). A structured analysis of caad education. Open House International, 32(2), 46-54.
  • Sebastian, R. (2010). Integrated design and engineering using building information modelling: A pilot project of small-scale housing development in the netherlands. Architectural Engineering and Design Management, 6(2), 103-110.
  • Smith, L. P. and Tillman, R. J. (2004). Instructional design (3rd ed.). New York: Wiley.
  • Soliman, A. M. (2017). Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Frontiers of Architectural Research, 6(2), 204-217.
  • Szenasy, S. (2004). School survey 2004 – do america’s design schools encourage interdisciplinary collaboration?. Metropolis, August/September, 88–91.
  • Ng, V. (2013). Values of learning through'place-making'in the design studio. ArchNet-IJAR: International Journal of Architectural Research, 7(1), 86.
  • Whyte, J. and Bessant, J. (2007). Making the Most Of UK Design Excellence: Equipping UK Designers To Succeed in the Global Economy. Tanaka Business School Report.
  • Yurtsever, B. and Çakir, G. (2012). An assessment for interdisciplinary education modal implementation of basic design education in architecture. Procedia-Social and Behavioral Sciences, 51, 157-161.
  • ELECTRONIC SOURCES Design Victoria, (2009). Designing our future: A report on tertiary design education in Victoria. Retrieved from https://www.ico-d.org/database/files/library/DesigningOurFuture.pdf Accessed: 15.12.2019
  • IIDA Report, (1998). International interior design association. Retrieved from http://www.iida.org/ files/pdf_found_education_analysis.pdf Accessed: 20.12.2019.
  • Pegasus Communications, (2012). What is systems thinking?, Retrieved from http://www.pegasuscom.com/systems-thinking.html Accessed: 24.12.2019.

ENRICHING LEARNING EXPERIENCE THROUGH MULTIDISCIPLINARY DESIGN EDUCATION: STRUCTURE PROPOSAL FOR A LANDSCAPE DESIGN COURSE

Year 2020, Volume: 10 Issue: 3, 232 - 243, 02.07.2020

Abstract

Design related fields are quite intricate and it is hard to define strict boundaries in between these disciplines which cause the necessity of collaboration. Especially during professional careers, designers work in multidisciplinary environments where they need to develop responses collaboratively. However, undergraduate design education is being criticized for missing to fulfill this need. The aim of this paper is to discuss the role and benefits of multidisciplinary design education with the example of the course named “An Introduction to Contemporary Architectural Landscaping”. As the methodology of the paper, through deconstruction of the 3 parted course structure and analysis of student works, this paper analyses the role of a multidisciplinary education on students’ learning experiences. First two parts of the course focus on technical aspects of landscape architecture discipline, and cultural, physiological and psychological effects of landscape projects for users. Last part of the course focus on creating a platform for students to work in collaboration with other students to gain practical experience in design field where they develop a landscape architecture project on sites from their near environments. There are three main findings of the study. Firstly, inclusion of students from different disciplines in the same course increases the success rate via cross-learning experiences. Secondly, during design education, having the chance of participation to courses from different disciplines help to broaden students’ perspectives on problem solving during design phase. Finally, projects in environments that students experience in their everyday life increase their success rates. Results of the study that is based on the outcomes of the course that is conducted with the students of two different design departments indicate that this course structure and projects that are designed can be a guide for other design courses to develop a multidisciplinary course structure to include students from different disciplines, enrich their learning experiences and success after graduation.

References

  • Barnes-Powell, T. (2008). Can we meet the challenges of the 21st century holding on to the educational ideologies of the 19th century. In CLTAD conference, 3 – 4 April 2008, New York, USA.
  • Bender, D. M. (2005). Developing a collaborative multidisciplinary online design course. The Journal of Educators Online, 2(2), 1-12.
  • Blossom, N., Matthews, D. and Gibson, K. (2002). Linking interior design education and practice. Perspective, 26(1), 24-29.
  • Canniffe, B. J. (2011). Designing in and for communities: breaking institutional bariers and engaging design students in meaningful and relevant projects. Iridescent, 1(1), 202-215.
  • Davis, M. (2011). Relevance in a complex world. icograda design education manifesto', in AG Bennett & O Vulpinari (eds), ICOGRADA design education manifesto. International Council of Graphic Design Associations, Tapei, 72-75.
  • Dubberly, H. (2011). Input for updating the icograda design education manifesto. In A. G. Bennett & O. Vulpinari (Eds.), ICOGRADA design education manifesto. International Council of Graphic Design Associations, Tapei, 76-81.
  • Erkan, Ö. (2013). Interdisciplinary collaboration between interior architecture and industrial product design programs in turkey. Procedia-Social and Behavioral Sciences, 106, 1540-1547.
  • Fleischmann, K. (2013) Integrating multidisciplinary collaboration in undergraduate design education: too many cooks spoil the broth? In Proceedings from the 2nd International Conference for Design Education Researchers (3) pp. 1212-1230. From: 2nd International Conference for Design Education Researchers, 14–17 May 2013, Oslo, Norway.
  • Friedman, K. (2001) Design education in the university: Professional studies for the knowledge economy. In C. Swann & E.Young (Eds.), (2002) Re-inventing design education in the university, Proceedings of the Perth International Conference. Perth: School of Design, Curtin University of Technology, 14–28
  • Haukka, S. (2010). From education to work in australia's digital content industries: the opinions and practices of aspiring creatives in the creative industries. 60Sox Report.
  • Hunt, J. (2011). Icograda design education manifesto. In AG Bennett & O Vulpinari (eds). ICOGRADA design education manifesto. International Council of Graphic Design Associations, Tapei, 86-89.
  • Icograda (2011). “ICOGRADA Design Education Manifesto”, Tapei.
  • Kimmons, J. V. and Spruiell, P. R. (2005). Using problem-based learning in a multidisciplinary setting. Clothing and Textiles Research Journal, 23(4), 385-395.
  • Masters, C. and Baker, V. O. T. and Jodon, H. (2013). Multidisciplinary, team-based learning: The simulated interdisciplinary to multidisciplinary progressive-level education (simple©) approach. Clinical Simulation in Nursing, 9(5), e171-e178.
  • Pektaş, Ş. T. (2007). A structured analysis of caad education. Open House International, 32(2), 46-54.
  • Sebastian, R. (2010). Integrated design and engineering using building information modelling: A pilot project of small-scale housing development in the netherlands. Architectural Engineering and Design Management, 6(2), 103-110.
  • Smith, L. P. and Tillman, R. J. (2004). Instructional design (3rd ed.). New York: Wiley.
  • Soliman, A. M. (2017). Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Frontiers of Architectural Research, 6(2), 204-217.
  • Szenasy, S. (2004). School survey 2004 – do america’s design schools encourage interdisciplinary collaboration?. Metropolis, August/September, 88–91.
  • Ng, V. (2013). Values of learning through'place-making'in the design studio. ArchNet-IJAR: International Journal of Architectural Research, 7(1), 86.
  • Whyte, J. and Bessant, J. (2007). Making the Most Of UK Design Excellence: Equipping UK Designers To Succeed in the Global Economy. Tanaka Business School Report.
  • Yurtsever, B. and Çakir, G. (2012). An assessment for interdisciplinary education modal implementation of basic design education in architecture. Procedia-Social and Behavioral Sciences, 51, 157-161.
  • ELECTRONIC SOURCES Design Victoria, (2009). Designing our future: A report on tertiary design education in Victoria. Retrieved from https://www.ico-d.org/database/files/library/DesigningOurFuture.pdf Accessed: 15.12.2019
  • IIDA Report, (1998). International interior design association. Retrieved from http://www.iida.org/ files/pdf_found_education_analysis.pdf Accessed: 20.12.2019.
  • Pegasus Communications, (2012). What is systems thinking?, Retrieved from http://www.pegasuscom.com/systems-thinking.html Accessed: 24.12.2019.
There are 25 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

İpek Kaştaş Uzun This is me 0000-0002-1211-1766

Publication Date July 2, 2020
Submission Date January 18, 2020
Acceptance Date March 23, 2019
Published in Issue Year 2020 Volume: 10 Issue: 3

Cite

APA Kaştaş Uzun, İ. (2020). ENRICHING LEARNING EXPERIENCE THROUGH MULTIDISCIPLINARY DESIGN EDUCATION: STRUCTURE PROPOSAL FOR A LANDSCAPE DESIGN COURSE. Turkish Online Journal of Design Art and Communication, 10(3), 232-243.


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