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Design Learning: a reflective model

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Open access
Authors
Smith, Dianne
Hedley, P.
Molley, M.
Date
2009
Type
Journal Article

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Smith, D. and Hedley, P. and Molley, M. 2009. Design Learning: a reflective model. Design Studies. 30 (1): pp. 13-37.
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Design Studies
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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

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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.