Managing increasing complexity in undergraduate digital media design education: the impact and benefits of multidisciplinary collaboration

Fleischmann, Katja, and Daniel, Ryan (2013) Managing increasing complexity in undergraduate digital media design education: the impact and benefits of multidisciplinary collaboration. Design and Technology Education, 18 (3). pp. 35-47.

[img] PDF (Accepted Version) - Accepted Version
Restricted to Repository staff only

[img] PDF (Published Version) - Published Version
Restricted to Repository staff only

View at Publisher Website: https://ojs.lboro.ac.uk/ojs/index.php/DA...
 
6


Abstract

Increasing complexity is one of the most pertinent issues when discussing the role and future of design, designers and their education. The evolving nature of digital media technology has resulted in a profession in a state of flux with increasingly complex communication and design problems. The ability to collaborate and interact with other disciplines has recently been strongly articulated as an imperative skill for the future designer. How the education of such a designer is facilitated in practice is less well defined. The implementation of authentic problem-solving processes that introduce design students to workplace realities is often missing in design education. In order to manage the increasing complexities of design problems and technology a learning and teaching approach that facilitates the interaction of multiple disciplines was implemented and trialed over a period of two years in an undergraduate digital media design programme. This approach, known as the POOL model framework, is based on a 'pool' of resources and people to be applied as needed when responding to complex design problems. This paper focuses on the extent to which complex interactive design projects can be managed through multidisciplinary collaboration. Feedback from students and educators is presented and which reveals that the framework does provide an opportunity for students to resolve complex design and technological problems and contribute to project outcomes that could not be achieved when working individually.

Item ID: 30368
Item Type: Article (Refereed Research - C1)
Keywords: multidisciplinary collaboration, digital media design education, POOL Model framework, alternative learning and teaching approach
Additional Information:

This article is available online (open-access journal):

https://ojs.lboro.ac.uk/ojs/index.php/DATE/article/view/1875

ISSN: 2040-8633
Date Deposited: 28 Jan 2014 02:13
FoR Codes: 12 BUILT ENVIRONMENT AND DESIGN > 1203 Design Practice and Management > 120302 Design Innovation @ 20%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy @ 50%
12 BUILT ENVIRONMENT AND DESIGN > 1203 Design Practice and Management > 120304 Digital and Interaction Design @ 30%
SEO Codes: 97 EXPANDING KNOWLEDGE > 970112 Expanding Knowledge in Built Environment and Design @ 50%
93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 50%
Downloads: Total: 6
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page