Abstract
From the COVID-19 pandemic upending higher education, design education has been stretched, challenged, and reckoned with over the course of the past year. Against this backdrop, many have shifted their focus from in-person to online learning modalities. While understanding that is an accessible solution, we also recognize that is at a detriment to col-laboration and creation in traditional design education practices. Seeking to actively foster diverse ways of approaching interior design pedagogy, a collaborative team of faculty cre-ated a platform for multidisciplinary making to engage students in a semester-long work-shop series, entitled, Blender. Blender intends on creating inclusive learning landscapes im-buing making with optimism toward the future and the profession. Without question, this sense of collaboration and belonging created from Blender far exceeds the tangible out-comes of the physical output created by students. Faced with extended amounts of screen time, students readily engaged with the opportunity to reconnect with their peers, explore making in new robust ways, and create a community of making within their school, collaps-ing distances and stitching together new ideas.
Keywords
interior design, collaboration, visual communication, workshop
DOI
https://doi.org/10.21606/drs_lxd2021.12.146
Citation
Radtke, R.I., Dewhirst, H., Brewer, J.,and Schmidt, I.(2021) Process based collaborations: Spanning boundaries for future provocations, 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_lxd2021.12.146
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Case Study
Included in
Process based collaborations: Spanning boundaries for future provocations
From the COVID-19 pandemic upending higher education, design education has been stretched, challenged, and reckoned with over the course of the past year. Against this backdrop, many have shifted their focus from in-person to online learning modalities. While understanding that is an accessible solution, we also recognize that is at a detriment to col-laboration and creation in traditional design education practices. Seeking to actively foster diverse ways of approaching interior design pedagogy, a collaborative team of faculty cre-ated a platform for multidisciplinary making to engage students in a semester-long work-shop series, entitled, Blender. Blender intends on creating inclusive learning landscapes im-buing making with optimism toward the future and the profession. Without question, this sense of collaboration and belonging created from Blender far exceeds the tangible out-comes of the physical output created by students. Faced with extended amounts of screen time, students readily engaged with the opportunity to reconnect with their peers, explore making in new robust ways, and create a community of making within their school, collaps-ing distances and stitching together new ideas.