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• W1878992685 abstract "In many of our universities and colleges there is a longestablished approach to teaching design through practice.For most students their end goal is to achieve a level ofcapability to function as designers in the professionalworld. Their education helps them construct a passport toenter this community of professional practice. Part of thelegacy of the funding initiative in England to supportresearch into teaching has been the development of abetter understanding of a practice-based approach todesign pedagogy. This was a principal focus in two centresfunded by the initiative in which ‘signature pedagogies’were identified as a distinguishing characteristic fordeveloping student capability within various types of designpractice, each of which contains those elements, which arecharacteristic of the discipline. This notion moves theemphasis away from the content of the curriculum andexplores the importance of practical, embodied andexperiential ways of knowing. Where these wereinvestigated for product and automotive design theconcept of transformative practice was identified as crucial.Designers typically employ two simultaneous interactingcognitive styles. From a five-year longitudinal studyinvolving 89 design students, it became clear that in orderto develop the confidence to match these two modes ofthought, neophyte designers needed to surmount a barrier,or a threshold concept, which we labelled the toleration ofof design uncertainty. Accommodating effectivearrangements to accomplish this has reinforced theimportance of employing the traditional arrangement ofstudio teaching and given it a greater focus." @default.
• W1878992685 created "2016-06-24" @default.
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• W1878992685 date "2015-06-01" @default.
• W1878992685 modified "2023-09-26" @default.
• W1878992685 title "The Threshold of Uncertainty in Teaching Design" @default.
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