Article 2009

Project methods as the vehicle for learning in undergraduate design education: a typology

LN
Lee, Nicolette
Design Studies
Journal · Vol. 30 · Issue 5 · pp. 541-560
Abstract

Learning through projects is a common feature in practice-based design education. While theory and case-based literature on problem-based learning abounds, the project methods more familiar to design education are rarely defined in practical curriculum development terms. This paper outlines a study of project types in use in a faculty of design. The study identified six project types, four domains and 11 sub-domains related to curriculum design and pedagogical strategies. The resulting propositional typology is presented as a tool for decision-making in project-oriented curriculum design. Also briefly discussed are some significant areas of alignment difficulty found during the study. © 2009 Elsevier Ltd. All rights reserved.

Keywords

Author Keywords

Project-Based Learning Design education case study/studies

Index Keywords

Curricula Curriculum development Problem based learning Design Design Education Project-based learning Curriculum designs Common features case study/studies Sub-domains
Author Affiliations
Faculty of Design, Swinburne University of Technology, Hawthorn, VIC, Australia
Funding & Acknowledgements
No funding information
References 10 References
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6 Aligning Teaching for Constructing Learning, (2003)
7 Perception Interpretation Impact an Examination of the Learning Value of Formative Feedback to Students Through the Design Studio Critique, (2006)
8 Blumenfeld, Phyllis C., Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning, Educational Psychologist, 26, 3-4, pp. 369-398, (1991)
9 Enhancing Curricula, (2002)
10 Chinowsky, Paul S., Developing knowledge landscapes through project-based learning, Journal of Professional Issues in Engineering Education and Practice, 132, 2, pp. 118-124, (2006)
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