Abstract
In this paper we present our ‘workgroup curriculum’, in which a group of dedicated teachers and students work together to devise better ways of learning and teaching to design. Formed in 2018 at Anhalt University of Applied Sciences, we work, in voluntary weekly meetings, on developing a more learner centered curriculum and overall learning experience. Our weekly workshops follow a structured approach, crucial however, is that all members encounter one another on an eye level. Roles, such as facilitating, writing minutes, timekeeping, off-topic, are rotated fairly among all participants. Since then the workgroup has resolved small curricular dilemmas while also devising larger curricular experiments. In this paper we will provide an insight into our working methods and also briefly present and discuss some of our curricular explorations. In this context we also discuss the limitations of ‘learning outcomes’ and the importance of learning soft skills/social skills.
Keywords
participatory design, curriculum, codesign
DOI
https://doi.org/10.21606/drs.2022.217
Citation
Hohl, M., Hartwig, B., Gellert, U., Pollmeier, K., Enigk, V., Gernegross, T., and Kozig, L. (2022) Workgroup curriculum: Design students & teachers co-designing new ways of 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.2022.217
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Workgroup curriculum: Design students & teachers co-designing new ways of learning
In this paper we present our ‘workgroup curriculum’, in which a group of dedicated teachers and students work together to devise better ways of learning and teaching to design. Formed in 2018 at Anhalt University of Applied Sciences, we work, in voluntary weekly meetings, on developing a more learner centered curriculum and overall learning experience. Our weekly workshops follow a structured approach, crucial however, is that all members encounter one another on an eye level. Roles, such as facilitating, writing minutes, timekeeping, off-topic, are rotated fairly among all participants. Since then the workgroup has resolved small curricular dilemmas while also devising larger curricular experiments. In this paper we will provide an insight into our working methods and also briefly present and discuss some of our curricular explorations. In this context we also discuss the limitations of ‘learning outcomes’ and the importance of learning soft skills/social skills.