the futures of design pedagogy, learning, and education. · the futures of design pedagogy,...

21stDMI:AcademicDesignManagementConference

NextWave

London,UK,1-2August,2018

Copyright©2018.Copyrightineachpaperonthisconferenceproceedingsisthepropertyoftheauthor(s).Permissionisgrantedtoreproducecopiesoftheseworksforpurposesrelevanttotheaboveconference,providedthattheauthor(s),sourceandcopyrightnoticeareincludedoneachcopy.Forotheruses,includingextendedquotation,pleasecontacttheauthor(s).

TheFuturesofDesignPedagogy,Learning,andEducation.

PeterScupelli,*aArnoldWassermanb,DorisWells-Papanekc,&JudyBrooksd

aSchoolofDesign,CarnegieMellonUniversity.bCollectiveInvention,SanFrancisco,CA,USA.cDesignLearningNetwork,CrossPlains,WI,USA.dEberlyCenterforTeachingExcellenceandInnovation,CarnegieMellonUniversity.

Inthe21stcentury,changeisexponential.Productsandservicesaredesigned

anddevelopedfaster,andtheirshelf-lifedisruptedbyaconstantflowofnewofferings.Thus,designforthe21stcenturyrequiresdifferentskillsanddesigneducatorsarechallengedtoteachnewskillswithinanalreadypackedcurriculum.Wedescribefourcasestudiesasfuturessignsofachangingdesignprofessionandteachingandlearninglandscape.“RemakingSingaporeasaninnovationandworlddesignhub”describestheroleofdesigninhelpinganationre-inventitseducationsystemandjumpstartacreativeinnovationeconomy.”“INDEX”describeshowadesigncompetitionwasinventedtoinstigateandcrowdsourcetheexplorationofdesigntoimprovelife.“DexignFutures,”arequiredundergraduatecourse,describesleveragingaflippedclassformattoprovidestudentswithsufficientpracticetodevelopdeeperexpertisewithnewdesignmethodologies.“DesignLearningNetwork”describesleveragingthelearningsciencesanddesign-basedstrategiestochallengeK-12studentsastheydevelopthehabitsofmindtoinvestigateproblemsetsandproposeinnovativesolutions.Weexplorethreecriticalquestionsfor21stcenturydesignlearners:whoteaches/learnsdesign;where/howisdesigntaught/learned;andwhenisdesigntaught/learned.

Keywords:Innovation;DesignThinking;FuturesThinking;DesignLearning

* Correspondingauthor:[email protected]

Scupelli,Wasserman,Wells-Papanek,&Brooks

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IntroductionThe21stcenturybringsaworldthatischangingatanexponentialratein

increasinglyuncertaintimes.Asdesigndisciplinesengageinlargerandmorecomplexproblems,newmethodsandskillsarenecessary.Designeducationneedstokeeppaceandanticipatethesechanges.Manythought-leadershavearticulatedshiftsinthefieldofdesignovertime:

Designbeyondcraft:JohnChrisJonesdescribedfourlevelsofdesign–components,products,systems,andcommunity–toadvocatefornewdesignmethodsthatgobeyondcrafttocovernewchallengessuchastrafficcongestionandairquality(Jones,1992).

Levelsofcomplexityforproductdesign:JayDoblindescribedthreelevelsofcomplexity:(a)products–thesimplestformofdesign;(b)unisystems–coordinatedproductsandthepeoplethatoperatethem;and(c)multisystems–thesetsofcompetingunisystems(Doblin,1987).

Levelsofcomplexityforcommunicationsdesign:MeredithDavisexplainsthatcomplexityexpandswithinthefieldofcommunicationdesignaccordingtobreadthofsystemandresultinghumanexperience(Davis,2008).Ascomplexityandhumanexperienceincrease,communicationdesigngoesfromlogodesigntocorporateidentity,tobranding,toservicedesign.

Ordersofdesign:RichardBuchananintroducedfourordersofdesigntocontrastthetraditionalunderstandingsofthedisciplinesofcommunicationdesign(symbol),industrialdesign(product),interactiondesign(action),andsystemsdesign(thought)withnewunderstandingsofdesignthatblurthedistinctionsbetweentypesofdesign(Buchanan,1992).

ExponentialDesign:ArnoldWasserman(2011)describesfourversionsofdesigntoincludedesign1.0asartifact-centric(e.g.,makingandselling);design2.0ashuman-centric(e.g.,strategicfieldbuildingandembedding;design3.0asSocio-centric(e.g.,changingtheworld);andDesign4.0asthepost-anthropocene(e.g.,sustainableprosperity@oneplanet).(Figure1)

ElizabethPastor(2013)co-founderofHumantificarticulatedthedifferencesbetweenfourtypesofdesignthatshiftaslevelsofcomplexityincrease:Design1.0traditionaldesignthinking,Design2.0Product/ServiceDesignthinking,Design3.0asOrganizationalTransformationDesignthinkingand,Design4.0asSocialTransformationDesignThinking.

DesignXwasanomenclaturecreatedtogetbeyondthenumberofdesigns(e.g.,Norman,2014)toabroaderversionofdesignthatshiftsfromafocusonproductsandservicestoabroaderrangeofcomplexsocietalissues.


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Figure1. Abrieftimelineshowinghowthescaleandscopeofdesignhaveshifted

acrossthreedifferentconceptionsofdesign.(Wasserman,2010)

Inshort,designshiftsastheworldshifts;designthinkinganddesignmethodologiesevolvetoaddressthecomplexityofongoingandemergingsocietalchallenges.Teachingdesignthinkingtotoday’slearnersseemsatleastapriority,ifnotanecessity.Teachingdesignstudentswhohavenotyetshiftedtheirthinkingtodesignforcomplexityisarequirement,evenasthiscomplexityevolvesexponentially.Thechallengesforeducationalsystemsrequireamorerapidresponsetocreatingrelevantcurricula;thusthegapwidensbetweenwherelearnersareandwhattheyneedtobeabletodo.Students’priorknowledgegapsanddiversityofexperiencebecomeoutofsyncwithnewcourserequirements,presentingever-greaterchallengesforteachers.

FundamentalShiftsinTeachingandLearningDesignThediffuseadoptionofdesign,designthinkingandlearning,alongwith

theshifttowardpublicandcivilsectors(Design3.0),andtheriseofethicalconcerns(Design4.0)—disruptedthetraditionofmakingandsellingofstuff


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(Design1.0),aswellascollaborativeapproachestobrandinganddesigningtheuser’sexperience(Design2.0)(Figure1).Thesefundamentalshiftsrequiretheexplorationofnewwaysofteachingdesigneffectivelyandefficiently,atamuchbroaderscaleandcontinuumoflearners(K-12throughpost-graduatelevels).

Whoisteaching/learningdesign?Newprovidersandformatshaveemerged.Entrepreneurialdesigneducatorsarepopularizingdesignthinkingthroughonlinecoursesandworkshops.1InthecaseofK-12,designprofessionalsarebecomingdesigneducators;2arteducatorsandgeneraleducationteachersareintegratinglearning-centereddesignthinkingmethodsintotheirinstructionalbestpractices.3Formatsinclude:onlinecoursesanddegreeprograms(e.g.,SCAD4,COURSERA,UCSD5);onlinemasterclasses(e.g.,masterclass6);post-graduateeducationcourses;andnewproviders:(e.g.,IDEOU7,IDEO.org8,LumaInstitute9,CooperInteractiveUniversity10,Acumen.org11).Howmightweleveragethisnetworkofeducatorsandresources?

Where/Howisdesigntaught/learned?Formerly,onewouldattendafour-yeardesignschooltohaveaccesstoadesignprogramorcourseon,forexample,designthinkingorhuman-centereddesign.Now,anyoneanywherecansignupforanynumberofoptions:onlinecourses,shortworkshops,crowd-sourcedcompetitions,customizedexecutiveeducationforteamsembeddedwithinorganizations,andsoon.Whatdoesthis“where”meanfordesignschoolsandeducators?Howmightweleveragewhereandinwhattimescalesourformaldesignschools/educatorsteachdesign(e.g.,online-blendedofferings,micro-courses)?

Designschoolschangetheircurriculumsonfastertimelinestoaddressnewdesigntopicsandapproaches.Designeducatorsfeelpressuretodelivermoretounderpreparedstudentsinthesameamountoftime.Thisforcesus

1https://dcc-edu.org/2http://studio-h.org/3http://www.designlearning.us/kc20164https://www.scad.edu/5https://www.coursera.org/specializations/interaction-design6https://www.masterclass.com7https://www.ideou.com/8https://www.ideo.org/9https://www.luma-institute.com/10https://www.cooper.com/training11https://acumen.org/


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torethinkhowweteachnewsubjectseffectivelyandmoreefficientlytostudentswhodonothavepriorknowledgeorpreviousexposuretodesignthinkinganddesign-basedlearningstrategiesastheyrelatetonewerand/oremergingfields(e.g.,sustainability,machinelearning,futuresdesign).

Whenisdesignistaught/learned?Traditionallytaughtin2-4-6-yeartime-cyclesindegreeprogramsatuniversities,polytechnics,andbeauxartschools,designcoursestodayareavailableaslifelonglearningofferingsfromK-12throughpost-graduateexecutiveeducationandbeyond.Howmightweleveragethiscontinuumofteachingandlearning?

TheLearningSciencesGuidetheFutureofDesignEducationRequisiteshiftsin21stcenturydesignteachingandlearningcallfornew

understandingsofwhoourstudents/futuredesignersare,whattheyneedtolearn,andhowtoevolveourteachingpractices.Toprepareourstudentstoaddresstheseunprecedentedchallenges,itiscriticalthatweinvestinthelearningsciences.Studentswillbeexpectedtodivemuchdeeperintostrategicandreflectivethinkingprocesses—astheytacklecomplexissuessuchasunpredictablefuturesdesign,dynamicpublicpolicies,andsocialtransformationswithinhighlydiversecontexts.

JohnHattie’sground-breakingresearchandsynthesisofover800meta-analyseshastaughtusthateffectivecreativethinkingandproblem-solvinglearningactivitiesareanchoredinstrategicandreflectivethinking,gatheringanddefininginformation,buildingandshowingunderstanding,andproductive/generativethinking.(Figure2)

Basedonthelearningsciences,weknowthatwell-facilitatedcreativethinkingandproblem-solvingexperienceshavehighimpactonthelearningprocessandoutcomes.Preparingstudentstoengage,process,andretainnewcontentviahands-onactivitiesresultsinopportunitiestoaccessnewthoughtsanddevelopauthenticunderstandings.Ascreativeproblem-solversacquiredeeperunderstandings,sodotheirabilitiestoapplycognitiveflexibilityandinsightfulinterpersonalskillsacrossdiversesetsofdomains.Positiveeffectsareconstantacrossalldisciplines:mathematics(effectsize=.89),science(effectsize=.78),reading(effectsize=.48)(Hattie,2009).


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Figure2. AdaptedfromHattie,John.VisibleLearning:ASynthesisofover800

Meta-analysesRelatingtoAchievement.London:Routledge,2009.

Creativeproblem-basedlearnersengageinexperientialactivitiestoengage,process,andretainnewinformation.Inhighcontrast,learnerswhoarerequiredtoengageinscientific(fact-based)informationtasksorpassive(non-interactive)conceptual(theoretical)assignmentsarefarlesssuccessful.Thus,itisessentialtofocusontheapplicationofknowledge,notsimplythedevelopmentofknowledge(Hattie,2009).

FourCases:Trajectoriesof21stCenturyDesignFourreal-worldcasesofferabasisfordiscussingcurrentandlikely

futuretrajectoriesof21stcenturyDesign.Thesecases,inwhichtheauthorsareengagedasleaddesigners,illustrateourthreemainpointsrelatedtothefutureof21stcenturydesign;i.e.:whoteaches/learnsdesign;where/howdesignistaught/learned;andwhendesignistaught/learned.

Twocasestudies,“RemakingSingapore”and“INDEX:DesigntoImproveLife,”illustratehowdesignischangingintheprofessionalworldandinternationally.Theothertwocases,“DexignFutures”and“DesignLearningNetwork”illustratechangestohowandwheredesignisbeingtaught.

Figure3illustratestherelationshipsbetweenthefourcasesbasedontwodimensions:locusandsector.Thelocusrangesfromhyper-localtomulti-local.Thesectorrangesfromdesign-basedlearningtodesign-basedsocio-economicdevelopment.


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Figure3.Therelationshipsbetweenthefourcasesbasedontwodimensions:locusandsector.Thelocusrangesfromhyperlocaltomulti-local.Thesectorrangesfromdesign-basedlearningtodesign-basedsocio-economicdevelopment.(Wasserman,2018)

CASE1:RemakingSingaporeRemakingSingaporeillustratesthreemainthemes.First,abroadrange

ofpeopleinvolvedinlearningdesignthinking:governmentofficials,administrators,teachers,andstudentsbeingtaughtdesignthinkingskills.Second,theeffortsofadesignconsultancy,TheIdeaFactory,tofacilitatethespreadofdesignthinkingintogovernmentagencies,schools,andcurriculums.Third,shiftsinwheredesignthinkingwastaught(e.g.,governmentministries,schools,classroomsandprivateindustries).

ANationalInnovationSystem

In2002,thegovernmentofSingaporelaunchedaten-yearplantotransformSingaporefromanefficiency/productivityculturetoacreativity/innovationeconomy.TheprogramwascalledRemakingSingapore.Thenation’seconomicsuccessinrecentyearshadpriceditoutofthemarketforlow-costcontractmanufacturing.OtherAsiaPacific


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countrieswerechallengingSingapore’sdominanceastheregion’spremiershippingport.

Singaporehadtomoveupthecurveofvalue-addedgoodsandservices.ThismeantthatSingaporeanshadtolearnhowtooriginate,inventandinnovate–capacitiesthathadnotbeencultivatedinthepast.AllministriesandagenciesofSingaporegovernmentwerechargedtocomeupwithaplanforembeddinganewcultureofinnovationintheirownorganizationsand,inturn,intheirnationalpoliciesandprograms.

Toassistinthiseffort,Wasserman’sinnovationconsultancy,TheIdeaFactory,workedwiththeMinistriesofEnvironment;CommunityDevelopmentandSports;Information,CommunicationandtheArts;theEconomicDevelopmentBoard;andtheMediaDevelopmentAuthority.

RedesigningEducationFirst

WebeganworkingfirstwiththeMinistryofEducation(MOE).AdisruptivetransformationofthescopeplannedbyRemakingSingaporehadtobeginwitheducation–howstudentsaretaughttothink,themethodstheyaregiventodoit,andthecriteriaforassessingeducationalsuccess.

AsuperbeducationsystemhadproducedtwogenerationsofSingaporeanshighlyskilledinmathematical,scientific,analytical,andcriticalthinking12.TheseskillsmadeSingaporeaworldleaderofefficiency,reliability,andexecution.Excellentsolversofwell-definedproblems,Singapore’sstudentswereuncomfortablewithill-defined,unstructuredproblems–the“wicked”problemsforwhichthereisnosinglecorrectanswerandthatcharacterizemostinnovation.Creativeinnovationrequiresahightoleranceforuncertainty,confusion,paradox,andthewillingnessto“failforwardfastandfrequently.”

Inorderto“RemakeSingapore,”Singaporeanswouldhavetodevelopnewhabits-of-mind,newthinkingskills,andnewsocialnormsdefiningsuccess.ThiswouldhavetobegininK-12schools.Andbeforethatcouldhappen,itwouldhavetohappenwithintheMOEorganizationitself,whereallcurriculaprograms,teachingmaterials,andassessmentmethodsoriginated.

12OECDPISAhasalwaysrankedSingaporeinthetoptiersince2000andhighestin2015rankingspublished2017:http://www.oecd.org/education/singapore-tops-latest-oecd-pisa-global-education-survey.htm


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Singaporeisatestmeritocracy.Americaisatalentmeritocracy.Singaporemustbecomeatalentmeritocracy.–LeeKuanYew,MinisterMentor,2000

In2001,TheIdeaFactorybegantrainingateamofMOEseniorofficersintheskillsofhuman-centeredinnovationanddesignthinking.Thefirstgroupoftwentyofficerswentontotrainothers,whotrainedstillothers,untilitwasembeddedinthepracticeofhundredsofMOEmanagersandstaff.Wethencascadedthesametrainingtoadministrators,principals,faculty,andfinallystudentsandparentsinK-12schools.

Weembeddedinnovationknow-howthroughouttheeducationalsystembymentoringteamsworkingonspecifichigh-priorityprojects(e.g.,NewAssessmentMethodsforExperiential,Practice-BasedLearning;MaximizingUseofInformationTechnologyandCommunicationsinEducation;StructuringIncubatorSchoolCurricula;PrototypeInnovationProjects;DevelopmentProgramsforBeginningTeachers).WeinitiatedcoursesinInnovationandDesignThinkingtoberolledouttoallK-12students;wehelpedSingaporeUniversitiessetupnewschoolsofdesignandmedia.

SingaporeCreativeClusterDevelopment.

AdriverofSingapore’splantobecomeacreativity/innovationpowerhouseisthe“CreativeIndustriesDevelopmentProgram.”TheportfolioforthisprogramisheldbytheMinistryofInformation,CommunicationandtheArts,whereWassermanwasamemberoftheInternationalAdvisoryPanelfromitsoutset.Singapore’splanstatesthatakeycontributortotheCreativeEconomywillbetheCreativeCluster:“thoseindustrieswhichhavetheirorigininindividualcreativity,skillandtalent,andwhichhaveapotentialforwealthandjobcreationthroughthegenerationandexploitationofintellectualproperty.”Singaporecategorizedthecreativeindustriesintothreebroadgroups:

• ArtsandCulture:Performingarts,visualarts,literaryarts,photography,crafts,libraries,museums,galleries,archives,auctions,impresarios,heritagesites,performingartssites,festivals,andartssupportingenterprises

• Design:Advertising,architecture,webandsoftware,graphics,industrialproduct,fashion,communications,interiorandenvironmentaldesign


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• Media:Broadcast(incl.radio,televisionandcable),digitalmedia(incl.softwareandcomputerservices),filmandvideo,recordedmusicandpublishing

Thecreativeclustercutsacrossmultipleeconomicsectors.Hence,ithadnot,until2000,beenrecognizedasaclusterinitself,requiringitsownpolicyco-ordinationandinvestment13.

DesignSingapore

WorkingwithDesignSingapore,theagencychargedwithnationaldesigndevelopment,theIdeaFactorybecameheavilyengagednotonlyinEducationbutintheareasofInnovation,Organization,Information,Communication,andExposition.Startingfromnearzeroin2002,Singaporeistodaywelladvancedtowarditsgoaltobecomeaninternationaldesignhub.Inadditiontoyear-roundprogramsofdesignconferences,awardcompetitions,andexhibitions,therehasbeenasurgeofinwarddesigninvestmentbypremiercompaniessettingupdesignanddevelopmentstudios(e.g.,Dell,Philips,BMW,SecondLife,LucasFilmsKoreananimationstudios,IDEOandfrog).In2009,DesignSingaporehostedtheInternationalCongressofICSID(TheInternationalCouncilofSocietiesofIndustrialDesign).14ArnoldWassermanoriginatedthetheme,“Design2050.”Weinvitedtendesignmastersfromaroundtheworldtoformdesignteamstocreateimmersiveexperiencesofcities,transportation,healthcare,foodproduction,entertainmentandsustainableproductionandconsumptionintheyear2050.Amulti-partTVseriesofthescenarioworkwasairedin2011.

TheroadmapbelowtrackstheevolutionofSingapore’sinnovationanddesigndevelopmentfrom2000through2012.Theentriesincludeanon-exhaustiverepresentationoftheactivitiesintheseventargetsectorsthatconstitutethe“architecture”oftheprogramme:PolicyInitiatives,K-12Education,MagnetSchools,TertiaryEducation,Design&InnovationPromotion,EntrepreneurshipandCreativeIndustriesDevelopment.Thecurverepresentshowinitiativesbegantoacceleratearound2005,creatingapositivefeedbackeffectthathasnowgoneexponential(Figure4).

13http://creative-industries.26760.x6.nabble.com/file/n37/Singapore_CI_Development-National_Policy_Forum_on_Creative_Industries_Brunei_28_May_2012_v2.pdf14http://tiny.cc/icsid2009


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Figure4. Singaporecreativeindustriesroadmapillustratesthesupplypushand

demand-pullstrategyusedto“remakeSingaporeasaninnovationandworlddesignhub.”(Wasserman,2012)

CASE2:INDEXDesignToImproveLife,DenmarkINDEXillustrateshowanationwithadeepdesignheritage(unlike

Singapore)engagedchangesin21stcenturydesignthroughaninnovativedesigncompetition.

In2002,INDEXpioneered“DesigntoImproveLife,”15anideathatwasatthetimeattheouteredgeofdesigndiscourseandhassincemovedtothecenteras“SocialDesign,”“DesignforImpact,”“SustainableDesign,”“HumanitarianDesign,”“DesignActivism,”andsoon.ThanksinnosmallparttoINDEX’sintellectualleadership,nobodyanylongersays,“That’snotdesign.”TodayDesigntoImproveLifeisaninternationalmovementwithaworldwideconstituency.INDEXhasevolvedthroughthreestages:INDEX1.0:DesignPromotion

Atthebeginningofthe2000s,Danishunderstandingofdesignwas“stuck”inthemid-20thcenturywhenNordicdesignhadbeenthevery

15https://designtoimprovelife.dk


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definitionofModernity.TheDanishgovernmentdecidedtore-brandDenmarkasaworlddesignleaderforthenewMillennium.

ArnoldWassermanbecameadvisorandfirstChairmantotheproject.In2002,wedecidedtoreframedesignbycreatingandpromotinganewkindofinternationalshowcaseforwheredesignwasheadingratherthanwhereithadbeen.INDEX:DesigntoImproveLifewouldbreakfromthetraditionaldesignawardmodel.Wewantedthemostopenprocesspossible.Eschewingtraditionalcategorieslikeproductdesign,communicationdesign,environmentaldesign,wewouldhaveasingleoverarchingtheme,“DesigntoImproveLife,”organizedinfivebroadcollectionsectors:Body,Home,Work,Play&Learning,andCommunity.

Wedidnotdefinewhat“DesigntoImproveLife”means.Instead,wecrowd-sourcedthatdefinitionbylettingsubmitterstelluswhatitmeanstothem.Weaggregatedallthosedifferentideasintoanever-evolvingdialoguerevealingthespectrumofwhat“DesigntoImproveLife,”meanstodifferentpeoplearoundtheworld.

In2005,theinauguralINDEXAwardswasdecidedlyaheadofthecurve,causingconsternationamongtheold-guardDanishdesignestablishment.Eachofthefivewinnersreceivedawardsof€100,000.Inthatfirstyearwereceivedaround200submissions.Thesedayswegetover1,200.

DirectedbyCEOKiggeHvid&herteam,INDEXsemi-annualAwardshavebecomeapremierinternationalshowcasefortherapiddiffusionindesignpracticeof:opendesign,crowdsourcing,design-driveninnovation,interactiondesign,experiencedesign,designhacking,do-it-yourself,designentrepreneurship,user-createdcontent,apps,AI,dataanalyticsandweb-basedeverything.INDEXhasgivenvoicetoaworldwidemovementofstudentsanddesignersapplyingdesignthinking,methodsandstrategiestoimprovelifethroughsustainabledesignandsocialimpact.

INDEX2.0:DesignLearning

Inthefieldofeducation,INDEXpioneered“INDEXDesigntoImproveLifeEducation.”(DTILE).ThisbeganwithannualstudentDesignLabsaroundtheworld.Thefirstonewasthe2011Yonsei,Korea,DesigntoImproveLifeSummerSchool.16Subsequentinitiativesincludethe“INDEX:DesignChallenge,”aninternationalstudentcompetitioninpartnershipwithUNICEF,toaddresseducationindevelopingregions.

16https://designtoimprovelife.dk/yonseisummerschool/


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Asof2017,INDEXhadtaughtaround50,000students,teachers,educatorsanddecision-makersinthefollowingcountries:Denmark,Sweden,Norway,Finland,UK,Taiwan,China,India,Chile,andIceland.Theteachingrangesfrom2-hourcoursesto3-yearprograms.Themaincompetenciescombinedidactics,designandprocessfacilitationguidedby“TheCompass,”adesignthinkingframeworkcreatedbyINDEX,andbytheDTILETeacher’sGuide.17

INDEX3.0:DesignInvestmentINDEX’snewestinitiativeshiftsemphasisfrom“AwardingBackward”to

“InvestingForward,”workingwithinternationalpartnerstosponsorentrepreneurialstart-upsaddressingtheU.N.MillenniumDevelopmentGoals.Eachyear,weselectagroupofINDEXAwardfinaliststopresenttheirprojectstoagroupofventurecapitalistswhoselectcandidatesfornext-roundinvestment.

CASE3:InnovationinDesignEducationTeachingFormatTheSchoolofDesignatCarnegieMellonUniversityupdatedits

curriculumtopreparetheirstudentsfor21stcenturydesignchallengesin2014.Inthiscase,thefocusisonhownewdesigntopicscanbetaughtasaflippedclasswithinteractiveonlinematerials,andhowthoseinteractivecoursematerialscanbesharedwithinstructorsandstudentselsewhere.

Astheinstructorforseveraldesigncourses,PeterScupellilookedtoidentifyandadaptnewpedagogicalformatsliketheflippedclassforeffectivelyteachingnewdesigntopicsandmethods;andtouseopenresources/environmentstocreateandshareeffectiveinteractiveonlineinstructionalmaterialsandactivitieswithabroadernetworkofdesignteachers(Scupelli,Wasserman,&Brooks2016).

TheDesignStudiescoursesfocusonsystemsdesign,placingdesignintobroadercontexts,designresearchmethods,culturalexplorationsintodesignculture,andnewtopicssuchasfuturesstudies,etc.Theserequiredcoursesforallundergraduatedesignstudentsareusuallytaughtaslectureswithsomehands-onactivitiestoapplykeyconcepts.Inthissection,wedescribedesign-teachinginnovationsaroundthefuturescoursetaughtasaflippedclassroom.

17https://issuu.com/index/docs/design_to_improve_life_education_te


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Lecturecoursesareoftendescribedasinstructor-centeredteachingcomparedtostudent-centeredlearning.Theinstructorcontrolstheflowofinformation.Usually,studentstakenotesandlistenwithfewopportunitiesfordiscussionorexperientialactivities(e.g.,Stewart-Wingfield&Black,2005).Strengthsoflecturecoursesincludetheabilitytoconveyconceptstomanystudentsatatime.Thismodelassumesthatlecturersareabletoclearlydelivertheircontenttostudentsandthatstudentslearnbylisteningandnote-taking.Inlecturecourses,studentsmayhesitatetoaskquestions,discuss,andseekclarifications.Limitedinteractioninclasswithcontent,theinstructor,andotherstudentsmayresultinsuperficialprocessingofcontentandnotdeeplearning(Pellegrino&Hilton,2012).

Flippedcoursesshiftlectures/exposuretocontenttooutsideofclasssothatduringclass,inthepresenceoftheinstructorandpeers,studentshavetimetopracticeapplyingthoseconceptsthroughhands-onactivities.WedevelopedasetofOpenLearningInitiative(OLI)modulestoprovidestudentswithpre-classwork.Thesepre-classactivitiesincludereading,watchingvideos,andrespondingtoquestionsthatprovidestudentswithimmediatefeedbackandguidance.

Attheendofeachconceptualunitintheonlinemodules,studentssubmitquestionstotheinstructoraboutwhatisunclear.OLI’sInstructorLearningDashboardshowsthestudentresponses–thisstrategyhelpstheinstructortotargetareaswherestudentswillneedmoreconceptualexplanationsand/oradditionalpractice.Withthisinhand,theinstructorcanadjusttheclassinreal-timetorespondtowhatstudentsneedmost(e.g.,amini-lectureexplanation,additionalpracticewithparticularconcepts).

Duringin-classactivities,studentsapplyfuturesthinkingmethodstoaspecificdesignproblem.Theinstructorprovidesguidanceandfeedbackasstudentsareworking.Likewise,in-classpeeractivitiesandfeedbackenhancestudentlearning.

TheDexignFuturescourseisrequiredofallthird-yearundergraduatedesignstudents.Itistaughtusingtheflipped-classroompedagogywithtwoparts:(a)onlinecomponentsthatserveashomeworktopreparefor(b)in-classhands-onapplicationactivities.Theclassmeetstwiceaweekfor80-minutesessions.Thecoursecoversdifferentapproachestoconstructingandcritiquingfutures.Therearefourmodules:FuturesNarrativesandPeople,CritiquingAlternativeFuturesScenarios,CritiquingNormativeFuturesScenarios,andMakingExperientialFutures(Scupelli,Brooks,&Wasserman,2016).TheDexignFuturescoursematerialsdevelopedontheOLIplatform


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andin-classactivitiescanbesharedwithinstructorsandstudentsatotherinstitutions.18

CASE4:HighSchoolStudentsEnvisionFutureLearnersEmpoweringK-12LearnerswithDesignThinkingandLearning

TheDesignLearningNetwork(DLN)embracesadesign-basedpedagogicalapproachtoteachingandlearning.Simplyput,designservesasavehicleforthinkingandlearning,notasthesubjectofdesign.Inclusiveofallsubjectareas,studentslearnhowtobecomeconfidentandcreativeproblem-solvers;actaspurposefulmakers;takeownershipoftheirlearning;andmakemindfulchoices.19

AsdirectoroftheDLN,DorisWells-PapanekfacilitatesK-12andhighereducationdesign-basedlearningchallenges,eachthoughtfullyco-constructedwithfaculty,students,andadministratorsanddesignedtoaddresskeyareasofstudent-learningneeds.Aspartofalong-termpartnershipwithReverePublicSchools(RPS),locatedafewmilesnortheastofBoston,MA,Dorisiscurrentlycollaboratingwithhighschoolstudentstotacklethechallengeofcraftingtheirownfutureandthefutureoftheirhighschool.Thisisthesecondyearthattheshowcasehasbeenstudent-driven,whereaspreviousyearshavebeenteacher-driven.

Phase1:4RLearningChallengePilotStudy

TheRPSDistrictwide2018Student-CenteredShowcasetookplaceonMay9,2018.Guidedbyinquiry,highschoolstudentspracticedwhatitmeanstodevelopthehabitsofmindtoshowevidenceandarticulatethe“4Rs”–rigor(thecapacitytogobeyondsurfaceknowledge);relevance(thecapacitytocreateconnectionstotherealworld);relationships(thecapacitytobuildonteammate’scomments);andresilience(thecapacitytopersistwhenfacedwithachallengingsituation).Thegoalistoempoweryoungpeopletogodeeperintonewunderstandingstodiscovermeaningbeyondalabel(Figures5,6).Atthetimeofpublication,effortstogatherandanalyzesurveydataofstudentplanners/exhibitors,facilitators,andprincipalsareinprocess.

18https://dexignfutures.comhttps://dexignthefuture.com/19http://www.designlearning.us/learning-from-design


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Figure5.Atthekick-offoftheReverePublicSchools2018Student-Centered

Showcaseplanningprocess,highschoolexhibitorsengagedinanice-breakerexercise.Datagatheredfromthepre-assessmentservedasabaselineofunderstandingspriortodesigningtheirexhibitexperiences.(Wells-Papanek,2018)


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Figure6.TheRHSexhibitor’spre-assessmentculminatedinathoughtfulsorting

processaimedatidentifyingpatternsandessentialinsightsintocommonthemesthatweresharedamongststudents.(Wells-Papanek,2018)

Phase2:Envisioning4RLearnersintheYear2029

Duringthe2019showcase,studentswillexplorethefollowingproblemstatement:

Traditionally,studentsaretaughthowtobegood-students(solidgrades,taskscompleted)withlessemphasisonbecominggood-learners(buildcapacitybeyondcurriculum)preparedtotransformtheirsurfaceknowledgeintodeeperunderstandingsandtransferintonewsituations).Withinthislearningchallenge,studentshowcaseexhibitorswillenvisionhowfuturehighschoolstudentsmightlearnintheyear2029.Usingaflexibleandstudent-centeredapproach,teacherswillfacilitateproblem-basedprocessesdesignedtoempowerlearnerstotakeownershipoftheirownlearning.

Showcaseexhibitorswillshowevidenceofthe4Rs:

• StudentsengageinRigorousLearning:abletoquestionassumptions,thinkdeeply,andtransferlearningintonewsituations

• LearnersdiscovermeaningbytacklingaRelevantChallenge;abletoapplytoreallife


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• StudentsbuildtrustingRelationshipswithTeammates;abletobuildoncommentsmadebyothers,commit,andfollowthrough

• LearnerssustainaResilientHabitofMind;abletonavigatechallengingsituationswithconfidence

Whileanchoredinthe4Cs:

• StudentspracticeCreativeWaysofThinking:exploremanyideas,seekinnovativesolutions

• LearnersexerciseCriticalThinkingSkills:usestrategicreasoningwhenproblemsolving

• StudentsCommunicateThoughtsandIdeas:developnewunderstandings,articulateconcepts

• LearnersCollaboratewithOthers:workeffectivelyandrespectfullywithsetsofdiverseteams

Showcase2019LearningChallengeFrameworkBelowisthelearningchallengeframeworkthatwillbeusedduringthe

preparationforthe2019showcase(Figure7).


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Figure7.AlearningframeworkforplanningtheEnvisioning4RLearnersinthe

year2029Challenge.(Wells-Papanek,2018)

Discussion:21stCenturyDesignLearning&EducationKeyideasthatemergefromthefourcasestudiesprovidesignalsabout

howdesignersmightbeeducatedinthefuture.Weanalyzethisthroughthreekeyquestions:whoteaches/learnsdesign;where/howisdesigntaught/learned;andwhenisdesigntaught/learned.


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Whoteaches/learns21stcenturydesign?Whoisadesigner,whattypesofdesignaretheydoing,andwhatkinds

ofmaterialsaretheyshaping?HerbertSimonwroteinSciencesoftheArtificial(1969),“Everyone

designswhodevisescoursesofactionaimedatchangingexistingsituationsintopreferredones.”Simonunderstands“designer”inaverybroadandinclusiveway.

Simon’sdefinitionanticipatedthenatureofexpertiseneededfor21stcenturydesignwhere“manytalentsandskillsetsarenecessarybeyondtraditionaldesignskills”(Manzini,2015).

Inthecasesdescribed,whoisengagedwithlearningincludesabroadcontinuumfromK-12students,teachers,schooladministrators,universitystudents,togovernmentofficials,andmore.IntheSingaporecase,notonlygovernmentfunctionaries,administrators,teachers,andstudentsbutalsoentrepreneursandinvestorsareengagedwithhabitsofmindnecessaryto“remakeSingaporeasaninnovationandworlddesignhub.”

TheINDEX2.0caseillustratesteachers,students,andorganizationsengagedthroughinternationalpartnershipswithcitiesandinstitutionstoimprovelifethroughdesign.Teachers’accreditationempowersteacherstoeducatestudentsinnewareas.

TheCMUDexignFuturescourseandtheDesignLearningNetworkK-12ChallengesseektoreachacontinuumoflearnersandinstructorsthroughpartnershipswithuniversitiesandK-12institutions;andbymakingeffectiveteachingmaterialsandpracticesavailabletoinstructorsandtheirstudents.

Thesecasestudiesrevealimplicationsforhowandwhendesignschooleducatorsstrategicallyengagewithacontinuumoflearners.

Where/Howis21stcenturydesigntaught?Embracing21stcenturydesignlearningrequiresengagingwithchange,

overcomingbarriers,andexploringemergingparadigms.Whatdolearnersneedtobeabletodo?Weengagethisquestionusingthreekeypractices:leverageevidencefromthelearningsciencestoguideourpedagogies;create/usemethodologiesforeffectiveteachingandlearning;andusestudentlearningdatatoinformiterativeimprovements.

Paradigmshifts:Eachcasedescribesparadigmshifts.IntheSingaporecase,anationdecidedhowtoreinventitselfasacreativeeconomy.IntheINDEXcase,adesignawardsinitiativeaimedtoinnovatedesignawardstoexplore“whatisdesigntoimprovelife”?IntheDexignFuturescase,studentexpectationsofalecture-basedpedagogyweretranscendedtoamore


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activemodelwherestudentsengagedactivitiestointegratefuturesthinkingwithdesignthinking.IntheDesignLearningNetworkcase,thepedagogicalparadigmshiftwasfromateacher-centeredexpert-basedteachingapproachtoastudent-centeredinquiry-basedchallengeapproach.

Thatwhichwedesignalsoneedstobemeasuredandmeasuresneedrefinementovertime.Akeypartofthispracticealsoinvolvesquestioning:Arethemeasuresforsuccessweuseeffectiveenoughtosignalwhatis/isnotworking?Whatadditionalmeasuresdoweneed?

Useevidence-basedteachingandlearningpractices:IntheDexignFuturesandDesignLearningNetworkcasespedagogicalapproachesstemfromthelearningscienceinsights.Theflippedclassroompedagogyshifteddesignstudiescoursesfromalecture-based,teacher-centeredparadigmtoalearner-centeredapproachwiththefollowingfeatures:alignmentoflearningobjectives,learningactivities,andlearningmeasures;providingfeedbackquickly;engagingstudentswithactivelearningtechniques;usingadata-driveniterativeapproachtomakingchangestothecourses;practicewithconceptsthroughinteractiveonlineexercisestoprepareforin-classhands-ondesignactivities.

TheDesignLearningNetwork(DLN)casehighlightstheimportanceofinformingpedagogywithlearningscience.Learnersaretaughtarangeofhabitsofmindtoaddressfuture-oriented21stCenturyDesignchallenges.Studentsdirecttheirowninquiries.Thedesignlearningpedagogyisembeddedintothestudents’learningtrajectories.Studentslearntoexplore,define,explain,demonstrate,assess,andreflectastheytacklethelearningchallenge.Fromthelearningscienceliterature,itisclearthatfeedbackandactivelearningpracticessignificantlyimprovestudentoutcomes(e.g.,Hattie,2009).

Thesecasesdemonstratethatimprovementoflearningexperiencesrequiresaniterativeapproach,wherebylearningoutcomesaremeasuredtotargetiterativerefinementstodesigneducation.

Createdata-driveniterations:TheDexignFuturescasestrategicallyusesdata-driveniteration.Studentactivitiesweremeasuredfrommultipleperspectives.Pre-postcourseassessmentsmeasurewhatstudentslearnedinthecourse.Onlinehomeworkisautomaticallymeasured,andstudentsreceiveimmediatecorrectnessfeedback.Wegradedin-classassignmentswithdetailedrubrics.Duringclassactivities,studentsreceivedpeerandinstructorfeedback.


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Designeducatorsmightexplorehowmeasuringthequalityofcoursesandstudentworkmightinformiterativeimprovementofcourses,workshops,anddegreeofferings.

Creatingmethodologiesforlearning:Allfourcasesusedintentionalmethodologiestofacilitatelearning.IntheSingaporecase,theoverhauloftheeducationsystemusedlearningpracticestoengageadministrators,teachers,andstudents.TheINDEX2.0strategyinvolvedthecreationofapproaches,educationalofferings,anddisseminatingideasof“designsthatimprovelife”onaglobalscale.

TheDexigntheFuturecoursematerialswereavailableontheinternet(i.e.,DexigntheFuture,20IntroductiontoDexignFutures,21DexignFutures22).[Authors]arerevisingtheOpenLearningInitiative(OLI)interactivehomework23andin-classhands-onactivitiestomakethemavailabletointerestedinstructorsatinstitutionsworldwide.TheDexignFuturescourseworkhashadsignificantimpactontheDesignLearningNetworkK-12challenges.TheDesignLearningNetworkdevelopsandshareschallengematerialsandmethodologiesmanyresourcesaswell.24

Toadvancedesigneducation,itisnecessarytowidelyshareeffectiveinstructionalmethods,materials,andstrategies.

Ourfourcasestudiessituatewithinalargershifttowarda21stcenturydesignthatislearnedandtaughtinamoreintegratedandholisticmanner.

Holisticlearningperspectives:Wepresentedfourcasessituatedontwocross-cuttingdimensions:locusandsector(Figure3).Forexample,thegoalsof“RemakeSingapore”weresocio-economicdesign,butthemeanstoachievethosegoalsweregroundedindesignlearning.

Theimplicationsfordesigneducatorsandschoolsaretopayattentiontohowdesign-basedlearningisdirectlyconnectedtodesign-basedsocio-economicactivity.Suchconnectionsaremuchmoreexplicitin21stcenturyrealities.Howthenmightdesignschoolsandeducatorsengagewithgovernmentandorganizationsforsocialdesigntypechallenges?

20https://dexignthefuture.com21https://dexignthefuture.wordpress.com22https://dexignfutures.com23http://oli.cmu.edu24http://www.designlearning.us


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Whenis21stcenturydesignlearned/taught?Thefundamentalshiftsindesigntoadapttoemergingsocietal

problemschallengedesignersandeducatorstolearnandteachnewformsofdesign.

Continuouslylearntoengagechange:Shiftingfromoneparadigmtothenextcanbedifficult.Whychange?Athemethatrunsthroughallfourcasesisthedesiretorespondtonewsocietallevelchallengesthatrequirenewlearningandinquiry.IntheSingaporecase,differentgovernmentagencieswantedtolearntochangetheirownoperationsandcoordinateactionforthecommongoalof“remakingSingaporeasaninnovationandworlddesignhub.”IntheINDEXcasetheorganizationcrowdsourcedthequestion“whatisdesigntoimprovelife?”anddevelopedawardwinnersforthecategoriesofbody,home,work,play,andcommunity.TheDexignFuturescourseempowereddesignstudentstodevelopskillsnecessarytoengagewithSocialDesignforlong-termchallengessuchassocietal-levelsustainability.TheDesignLearningNetworksoughttopreparealllearnersforcurrentandfuturesocietalchallengesbyinculcatinghabitsofmindusingevidence-basedhigh-impactlearningstrategies.

Caseslikethesecallupondesigneducatorstocreatecurriculumsthatpreparediverselearningpopulationstomastermultipleconcurrentandco-constructeddesignparadigmsaddressinganacceleratingstreamofemergingchallenges.

SummaryInresponsetoanexponentiallychangingworld,designeducationalso

shiftstobridgethegapbetweenthepreparednessofourlearnersandwhattheyneedtobeabletodoasprofessionaldesigners.Wepresentedfourcasesasfutures-signsofthechangingprofessionandchangesindesigneducation.

Wecriticallyanalyzedthechallengestheseshiftspresentthroughthreekeyquestionsforteachingandlearning21stCenturydesign:Whoteaches/learnsdesign?Where/howisdesigntaught/learned?,andWhenisdesigntaught/learned?

Withthequestion:Whoteaches/learns21stCenturydesign?Wenotedtwosubthemes:designerlyrolesanddesignlearningcontinuums.

• Designerlyrolesdescribesanexpandedfieldofdesignertypes,activities,skills,andmaterialsbeingshaped.Weexplorehowmight


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oneteachcoredesignskillsandsupporteverspecializedskillsfordifferenttypesofdesignandcontexts?

• LearnerContinuumsemergedinallcases.Implicationsfordesigneducatorsincludeengagingstrategicallywithlearners.Weexplorehowmightweengage:futurestudents,currentstudentswithinthedepartmentandacrosstheuniversitycampus,alumni,industrypartners,executiveeducation,andlifelonglearners?

Withthequestion:Where/howis21stcenturydesigntaught/learned?Wenotedfivethemesinourcases:engageparadigmshifts,uselearningsciencedrivenpedagogy,usedatatoinformiterativerefinement,createeffectivemethodologiesforlearningandholisticlearningcontinuums.

• Engageparadigmshiftsexemplifiedinthecasestudiesillustrateswaysinwhichnewparadigmswereinsertedintoexistingrealities.Thequestionfordesigneducatorsregardshowtoallowdifferentparadigmstoco-existandcreateopportunitiesfornewunderstandingsandcombinationsofknowledge.

• Uselearningsciencedrivenpedagogyensuresthatchangestotheinstructionisgroundedinmeasurableoutcomes.Designeducatorsshouldconsiderhowhigherqualityofferingsmightensureenduringimpact.

• Usedatatoinformiterativerefinement.Givenincreasesindesigneducationofferings,measurablyhigherqualityoflearningexperiencesisacriticaldifferentiator.

• Createmethodsforlearningemergedasawaytoengagethelearnercontinuum.Theimplicationfordesignschoolsistoconsiderdevelopingmethodsthatcanbeusedinmultiplelearningformatsandtoengagewithdifferentlearners.

• Holisticlearningperspectivesranthroughthefourcasesthatmappedtosector(design-basedsocio-economicvs.design-basedlearning)andlocus(hyperlocalvs.multi-local).Giventheexplicitconnectionsacrossbothlocusandsector,thereareopportunitiesforfruitfulcollaborations.Forexample,designeducatorsmightaskthemselveshowmightlearningmodulesfromDexignFuturescoursebeusedin“RemakingSingapore”andaspartoftheINDEXefforttoteachdesigntoimprovelife?

Withthequestion“Whenis21stcenturydesignlearnedandtaught?”wenotedaneedtocontinuouslylearntoengagechangeinourfourcases:


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• Continuouslylearntoengagechangedescribesthedifficultworkofaddressingstressfultensionsbetweentheco-existenceofmultipleparadigms.Itpositsthatdesigneducatorskeepopentoengagewithnewandemergentformsofchange.

Wehopethispaperopensupafruitfulspacetodiscussfuturesfordesigneducation.

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