Abstract
For three years, the Communication University of Zhejiang (CUZ), China, and Coventry University (CU), UK, have been collaborating in an annual project that sees multidisciplinary, transcultural groups of undergraduate and postgraduate design students engaging in projects that help prepare them for future employment as culturally aware global designers. Its focus is on an enhanced under-standing of the importance of cultural dimensions, research led collaboration, and the need for em-pathetic, coordinated communication. In these accelerated, Collaborative Online International Learn-ing (COIL) projects, the students self-direct their actions to rapidly break down initial inhibitions in becoming effective, creative problem solvers who, by the project’s end, possess an acute apprecia-tion of the role that cultural perspectives and cultural difference play in the design process. This case study discusses the latest COIL 2021 project – the design of an item of medical equipment. It offers examples of the culturally orientated outcomes and gives insights from participating students. It con-cludes with explanations of how the COIL pedagogic paradigm is transforming design pedagogy, both at CUZ and CU.
Keywords
design pedagogy, transcultural, coil, cultural difference, collaboration
DOI
https://doi.org/10.21606/drs_lxd2021.10.220
Citation
Hilton, C., Gao, M.,and Wei, R.(2021) It’s the cultural difference that makes the difference: International collaboration in multidiscipline, transcultural, design pedagogy, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.10.220
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Case Study
Included in
It’s the cultural difference that makes the difference: International collaboration in multidiscipline, transcultural, design pedagogy
For three years, the Communication University of Zhejiang (CUZ), China, and Coventry University (CU), UK, have been collaborating in an annual project that sees multidisciplinary, transcultural groups of undergraduate and postgraduate design students engaging in projects that help prepare them for future employment as culturally aware global designers. Its focus is on an enhanced under-standing of the importance of cultural dimensions, research led collaboration, and the need for em-pathetic, coordinated communication. In these accelerated, Collaborative Online International Learn-ing (COIL) projects, the students self-direct their actions to rapidly break down initial inhibitions in becoming effective, creative problem solvers who, by the project’s end, possess an acute apprecia-tion of the role that cultural perspectives and cultural difference play in the design process. This case study discusses the latest COIL 2021 project – the design of an item of medical equipment. It offers examples of the culturally orientated outcomes and gives insights from participating students. It con-cludes with explanations of how the COIL pedagogic paradigm is transforming design pedagogy, both at CUZ and CU.