Abstract
Relying on teaching as design conceptualization, the analogies between designer-user interactions in design and teacher-learner interactions in education are developed to form the framework of this paper. Reconceptualizing teacher role as designer and learner role as user leads to the discussion of design education from the view of user experience perspective. This paper explores context- and methodology-oriented transformations from a user involvement approach in design to a learner-involved approach in education. The transformations are addressed regarding the process and outcome-specific aspects of design practice, as well as position and instrument-specific aspects of user research. We believe that these aspects can serve as a conceptual framework for teachers and institutions for the development of a learner-involved approach in education.
DOI
https://doi.org/10.21606/drslxd.2025.049
Citation
Efilti, P.,and Gelmez, K.(2025) Can design inform education?: A conceptual framework for a learner-involved approach in education, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.049
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Can design inform education?: A conceptual framework for a learner-involved approach in education
Relying on teaching as design conceptualization, the analogies between designer-user interactions in design and teacher-learner interactions in education are developed to form the framework of this paper. Reconceptualizing teacher role as designer and learner role as user leads to the discussion of design education from the view of user experience perspective. This paper explores context- and methodology-oriented transformations from a user involvement approach in design to a learner-involved approach in education. The transformations are addressed regarding the process and outcome-specific aspects of design practice, as well as position and instrument-specific aspects of user research. We believe that these aspects can serve as a conceptual framework for teachers and institutions for the development of a learner-involved approach in education.