Abstract
This paper proposes a pedagogical framework for design education that utilizes learning theories to support students in constructing knowledge, fostering understanding, and applying theory in educational contexts and professional practice. Drawing on a decade of experience teaching a cross-disciplinary course titled Designing Experiences for Learning, the paper examines how structured engagement with learning frameworks enhances students’ ability to design for themselves and their audiences. Through qualitative data collection, including self-assessments, project deliverables, classroom observations, and alumni reflections, the research demonstrates that pedagogy informed by learning theories strengthens students’ theoretical application, collaborative learning, and reflective practice. The paper also explores the broader benefits of this approach for educators and practicing designers while addressing systemic barriers such as limited instructional training, institutional constraints, and misaligned assessment practices. Findings suggest that embedding learning theories within design education can bridge critical gaps between theory and practice, equip educators and students with transferable strategies, and prepare them to tackle the evolving challenges of the 21st century.
DOI
https://doi.org/10.21606/drslxd.2025.143
Citation
Rohrbach, S.(2025) Designing Experiences for Learning: Reimagining Design Education with a Focus on Aiding Learning and Understanding, 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.2025.143
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Full Paper
Designing Experiences for Learning: Reimagining Design Education with a Focus on Aiding Learning and Understanding
This paper proposes a pedagogical framework for design education that utilizes learning theories to support students in constructing knowledge, fostering understanding, and applying theory in educational contexts and professional practice. Drawing on a decade of experience teaching a cross-disciplinary course titled Designing Experiences for Learning, the paper examines how structured engagement with learning frameworks enhances students’ ability to design for themselves and their audiences. Through qualitative data collection, including self-assessments, project deliverables, classroom observations, and alumni reflections, the research demonstrates that pedagogy informed by learning theories strengthens students’ theoretical application, collaborative learning, and reflective practice. The paper also explores the broader benefits of this approach for educators and practicing designers while addressing systemic barriers such as limited instructional training, institutional constraints, and misaligned assessment practices. Findings suggest that embedding learning theories within design education can bridge critical gaps between theory and practice, equip educators and students with transferable strategies, and prepare them to tackle the evolving challenges of the 21st century.