Abstract
This paper describes ongoing research that is located within the context of the changing culture of the design classroom and the rapid growth in the exploitation of telecommunication networks on teaching and learning. The research investigates the use of ICT for international collaboration in the design classroom and the implications this might have for design curriculum development. Design education could benefit from the 'added value' of communication technology as could design students from being exposed to cross-cultural and international perspectives. If developing technology is to impact successfully on educational design practice then design teachers need to adopt a professional attitude towards the use of ICT while students will need to develop skills and abilities to deal with it for learning and research. Developments such as computer conferencing already offer alternative pathways for collaborative activities and group-to-group collaboration is now possible at a distance and encourages shared experience and co-operation. Incorporating aspects of this technology into design education could develop students’ cognitive abilities in making decisions, problem solving and being flexible in formulating ideas and handling information (Goodfellow & Kukulska-Holme, 1996).
Citation
Fraser, J. (2002) Designing within a computer-mediated-communications environment: a current investigation., in Durling, D. and Shackleton, J. (eds.), Common Ground - DRS International Conference 2002, 5-7 September, London, United Kingdom. https://dl.designresearchsociety.org/drs-conference-papers/drs2002/researchpapers/27
Designing within a computer-mediated-communications environment: a current investigation.
This paper describes ongoing research that is located within the context of the changing culture of the design classroom and the rapid growth in the exploitation of telecommunication networks on teaching and learning. The research investigates the use of ICT for international collaboration in the design classroom and the implications this might have for design curriculum development. Design education could benefit from the 'added value' of communication technology as could design students from being exposed to cross-cultural and international perspectives. If developing technology is to impact successfully on educational design practice then design teachers need to adopt a professional attitude towards the use of ICT while students will need to develop skills and abilities to deal with it for learning and research. Developments such as computer conferencing already offer alternative pathways for collaborative activities and group-to-group collaboration is now possible at a distance and encourages shared experience and co-operation. Incorporating aspects of this technology into design education could develop students’ cognitive abilities in making decisions, problem solving and being flexible in formulating ideas and handling information (Goodfellow & Kukulska-Holme, 1996).