Abstract
Paula Antonelli stated that it was up to designers to teach the world how to use them well. Taking a change-led, research-led perspective on design learning, could encourage future designers “to exercise the acute critical sense that comes from their analytical training in order to help other citizens slow down, stop, reassess, and continue or change course.” (Antonelli, 2019). The sector, and discipline, has a propensity toward disaggregation, to operate as silos that are defined by their distinction. This paper sets out and discusses a Design Case, a Restorative Learning Thing, as an model for how remote design studio learning might redefine not only the structures for growing and shaping knowledge, but address inherited notions of disciplinary boundaries within Creative Higher Education. This research points toward a new way of building and delivering undisciplined design learning, an approach that incubates communities of interest instead of distinct, disciplinary practices.
Keywords
learning design, participatory learning, design frameworks, preferable futures
DOI
https://doi.org/10.21606/drs.2022.672
Citation
Martin, S.E. (2022) Redefining the structure: A design for remote studio learning, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.672
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Redefining the structure: A design for remote studio learning
Paula Antonelli stated that it was up to designers to teach the world how to use them well. Taking a change-led, research-led perspective on design learning, could encourage future designers “to exercise the acute critical sense that comes from their analytical training in order to help other citizens slow down, stop, reassess, and continue or change course.” (Antonelli, 2019). The sector, and discipline, has a propensity toward disaggregation, to operate as silos that are defined by their distinction. This paper sets out and discusses a Design Case, a Restorative Learning Thing, as an model for how remote design studio learning might redefine not only the structures for growing and shaping knowledge, but address inherited notions of disciplinary boundaries within Creative Higher Education. This research points toward a new way of building and delivering undisciplined design learning, an approach that incubates communities of interest instead of distinct, disciplinary practices.