Design Learning: a reflective model

NOTICE: this is the author’s version of a work that was accepted for publication in the Journal Design Studies. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in the Journal Design Studies, Vol.30, Issue 1 (2009). DOI: 10.1016/j.destud.2008.06.002

URI

http://hdl.handle.net/20.500.11937/6061

Collection

Curtin Research Publications

Abstract

In response to the changing university context, a model for the teaching of Interior Design was developed. Traditional lecture/project-based tutorial structures are replaced by an integrated and interactive model. Aimed to address the demands of the contemporary context, while enabling meaningful learning, it has proven to have much potential. The Model is introduced firstly, by outlining a learning strategy, secondly by describing its structure and content, and thirdly, by identifying key aspects of the learning context. Its achievements are also presented, while acknowledging aspects that could be improved. It offers an innovative alternative mode of learning and teaching interior design.