Post on 25-Jan-2015
description
Ashley HallSenior Tutor - Innovation Design Engineering RCA ashley.hall@rca.ac.uk www.designcreate.info www.rca.ac.uk
Partner - Diplomat design ashley@diplomatdesign.comwww.diplomatdesign.com
Innovation Design Engineering: Non-linear progressive
education for diverse intakesAshley Hall – Royal College of Art
Professor Peter Childs - Imperial College London
Motivation for the Paper
• Disseminate IDE teaching practice for comment and reflection
• Demonstrate models used to develop non-linear programme
• Explore the case for non-linear design in Innovation Design Engineering
Cristina Ferraz Rigo – Imagine a phone
Greg Epps - Robofold
Rombout Frieling – Flupper
‘Our education systems are dominated by linear assumptions of what will be relevant to the future, and frankly we don’t know what will be relevant to the future. What we do know is that it won’t be linear.’
Sir Ken Robinson Apple Education Summit
Innovation is reduced by:
• Top down control structures• Fixed hierarchies• Greater prediction• Individual assessment• Lack of collaborative working
Non-LinearityReasons for a non-linearity padagogic model
• Convergent vs. divergent models• Fit to individual problem solving process• Diversity of output• New educational models to reflect Industrial
demand for thinking based skills
What do I mean by non-linearity ?
• A non-linear curriculum facilitated for enhancing divergence• Does not refer to student problem solving methods though
its inclusive of all• Is progressive in terms of students development
Details: Teaching Strategies
• No implied course narrative• Avoidance of simplified problem solving
techniques• Contrast of contexts and scales to allow
individual creative development• Group working and interdisciplinarity to
promote divergent thinking
Conclusions & Future
• New paradigm to support creative divergence• Benefits more diverse and better fit of mind to
problem solving activity and creativity.• Application to other types and levels of
programme
Questions
REFERENCES
[1] Robinson K. Creatively Speaking: Apple education leadership summit 2008, San Francisco California, http://educationinnovation.typepad.com/my_weblog/2008/12/ken-robinson.html.
[2] Houghton R. S. A Chaotic Paradigm: An Alternative World View of the Foundations for Educational Enquiry, Doctoral dissertation, University of Wisconsin- Madison, 1989.
[3] Glanville R. Variety in Design, Systems Research Vol. 11, No 3 1994.
[4] Robinson M. Classroom Control: Some Cybernetic Comments on the Possible and Impossible, Instructional Science, Vol. 8, 1979.
[5] Cross N. Natural Intelligence in Design, Design Studies, Vol. 20 January1999.
[6] Festinger L. A Theory Of Cognitive Dissonance. 1957 (Evanston, IL: Row, Peterson,)
[7] Rittel H. Dilemmas In A General Theory of Planning, Policy Sciences 4, 1973.
[8] Dorst K. and Reymen I. Levels of Expertise in Design Education, TU Delft, 2004.
[9] Kelley T. with Littman J. The Art of Innovation, 2001 (Profile Books).
[10] Conversation between Prof Jeremy Myerson and a new IDE student circa 2006.
[11] Sketch by student Elena Figus as part of ‘I am a brand’ workshop, IDE programme, Nov 2008.