Abstract
This paper explores and discuss how formalised learning activities, inspired by design methods, can be used as a pedagogic means to support transformative learning in design for sustainability education. The paper departs from the experience that formal efforts with strengthening sustainability in design education are often focusing on macro-level curriculum development; on the progression of courses based on learning objectives and goals and less on what we call micro-level curriculum development, being the actual learning activities constituting a course. In the paper, we introduce a template for formalising learning activities, we present concrete learning activities developed in the context of fashion design for sustainability education and we demonstrate how these can be used to structure a course.
Keywords
Design education, Transformative learning, Learning activities, Design for sustainability education, Design methods, Curriculum development
DOI
https://doi.org/10.21606/nordes.2021.47
Citation
Hasling, K.M.,and Ravnløkke, L.(2021) Micro-scale curriculum development in design for sustainability education, in Brandt, E., Markussen, T., Berglund, E., Julier, G., Linde, P. (eds.), Nordes 2021: Matters of Scale, 15-18 August, Kolding, Denmark. https://doi.org/10.21606/nordes.2021.47
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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Micro-scale curriculum development in design for sustainability education
This paper explores and discuss how formalised learning activities, inspired by design methods, can be used as a pedagogic means to support transformative learning in design for sustainability education. The paper departs from the experience that formal efforts with strengthening sustainability in design education are often focusing on macro-level curriculum development; on the progression of courses based on learning objectives and goals and less on what we call micro-level curriculum development, being the actual learning activities constituting a course. In the paper, we introduce a template for formalising learning activities, we present concrete learning activities developed in the context of fashion design for sustainability education and we demonstrate how these can be used to structure a course.