Teaching & Learning Lab

Empowerment through Education


SDGs Design School Project: Stay@Home

As Covid-19 greatly prevented students from going to school as Fukuoka prefecture was in the state of emergency, the team in the SDGs Design School work with 3 families to conducted a simple trial design activities that gotten kids between the age of 7 to 9 to identify some of the problems they can find at home and proposed some simple solutions. The duration of the project lasted 4 days with each morning via ZOOM, the participating kids and their parents met up with the team from SDGs Design School to obtain a quick briefing for the activities of the day. The output from the kids varies from stop-motion video to describe possible solutions to cardboard models.

Period of activities:
27 April to 1 May 2020

For more information: click here (information is only available in Japanese at the moment)

Of Interest: Chart the Future of Design Education

Sharing a site from National Design Centre, Singapore.

Charting the Future of Design Education: A Report by the Design Education Review Committee (Singapore)

At international level, there will be something for us to learn from this review. Please check this out.
Click here to find out.

Of Interest: Distance Design Education

Sharing a site supported by Design Research Society Pedagogy SIG and The Open University (UK) Design Group.

Distance Design Education: Supporting the global community of distance design educators

Hope that the information and resources will be useful for all design educators.

Deconstructing "Design Reasoning" to enhance students' critical thinking in designing

Deconstructing Reasonings during Designing to Enhance Critical Thinking of Secondary School Students

Can secondary school students' reasoning processes during designing be deconstructed so that their critical thinking processes can be enhanced? This is the main question that motivated a series of study to deconstruct reasoning during the design process using the critical thinking model by Paul and Elder (2008).

In one of the studies in the series, reasonings during problem exploration are deconstructed using questions. Using these questions, intellectual standards essential to good reasoning in problem exploration can be articulated. By increasing students' awareness of the intellectual standards for good reasoning when exploring problems, the quality of critical thinking of students may be improved. This study provides a glimpse of a potentially useful strategy for teachers to explicitly develop critical thinking in students.

To find out more:
LOH, Wei Leong. Critical Thinking in Problem Exploration in Design and Technology Design Project. Design and Technology Education: an International Journal, [S.l.], v. 25, n. 1, p. 35-58, feb. 2020. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2738>.

Paul, R., & Elder, L. (2008). Intellectual Standards: The words that name them and the criteria that define them. CA: Foundation for Critical Thinking.