Knowledge of Design in Education

Abstract

The article relates the issues of the acquisition of knowledge in the sphere of design, and emphasizes the necessity of teaching the students to think creatively, with the application of design knowledge. It describes various approaches of teaching students, and is claimed to compare these approaches. The pedagogical frames for design teaching and learning frames are represented in the regarded paper. The paper makes special emphasis on the building of the mind maps, as a comparatively new approach in the process of thinking over the problem and finding the necessary solution. The think map offers that by creating the conceptual map that displays somebody’s thinking process on some issue, the learned knowledge are made unambiguous. Design in education stays mainly the subject that seems to engage the top drawer of a Pandora’s Box of notorious curriculum substances, a box often unlocked only as endorsement time approaches. Even ‘design’ facility — those often separated from ‘analysis’ facility by the courses they educate — have trouble expressing this indefinable creature called design.

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Critical evaluation of the major ideas

The substantiation of the presented idea of design education is on of the most significant parts of the educational process. The good logic of the regarded paper involves the structured and systematized flow of the information, which not only simplifies the comprehension of the material, but is also claimed to build logically full and structurally smooth text, which is claimed to be the methodological literature, that is why it needs to be logically based

Good logic has always been the best way of solving any problem. The mind maps are just may be presented as the additional subsidiary tools for solving a problem, or finding the necessary decision. The fact is that, the mind maps approach uses the logical advance to solving, and it just helps to structure the thoughts, and simplifies the further access to data, and also abridges the comprehension of the structure, and of the initial idea. Good logic is often confused with “action plans.”

The adequacy of the arguments and reasoning provided in the text reach their main idea, as these are claimed to prove the efficiency of the mind maps in design thinking. The adaptation of the arguments to this particular sphere occurred to be perfect, as the arguments clearly describe the main appointment of mind map building. The provided analysis of the map construction offers essential info on the issue of choosing the necessary model of map, and optimal data structuring. Each model of conceptual maps described in the form of metaphor or analogy that had been elaborated by each individual student was stored and implemented in web-pad, which had been regarded in the paper as rather successful approach, created for the creation, navigation, storing and browsing the created mind maps. As the growing interest in the study of the cognitive aspects of design as a basis for design education has been noticed, it is necessary to emphasize, that the conceptual maps, and the arguments towards their usage are the result of the long term study of the issue, and make sufficient contribution to the matters of pedagogics. A Web Pad allows the consumer to connect to the Internet either wirelessly or through a wireless connection to a home network node or a PC. The Web Pad has the form factor of a flat display monitor, e. g., an LCD with touch screen or graphical tablet.

As for the degree of agreement with the author, everything that can be mentioned is that everybody uses his/ her own methods for problem solving in general, and design thinking in particular. On the one hand, the mind map building provides clearly logical approach of solving the issues, which are definitely non-logical (but creative), which contradicts the very essence of logic and creative thinking (which is the integral part of design thinking). On the other hand the approach of logical thinking in relation to the design thinking offers perfect methodology of combining the non-combinable, which is also part of creativity, and the designer who will study how to use these methods may become the greatest ever designer, as it has been mentioned above creativity and logic are non-combinable. Another point that is necessary to highlight is the use of IT (web-pad) in creating conceptual maps. As the contemporary technologies cover the more spheres of life every day, it is necessary to highlight, that IT helps to embody the most audacious designing ideas, and inspite of that it is described to be used in mind-map creating, it in no way diminishes the use of mind-maps.

Implications

The computational system had been exploited in order to model the pedagogical framework on the basis of ‘Web-Pad’ systems and methods. As it is stated in the paper, the objective is to describe the theoretical foundations of Think-Maps, discuss their implementation in the Web-Pad system, and to describe and assess our pedagogical experiments with this environment.

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In recent years multicultural education of design has appeared as key issues in teaching and teacher teaching. But whether it symbolizes pedagogical perfect pair or its odd couple is still being resolute as instructors at all levels seek ways to incorporate.

Researchers specializing in multicultural learning agree that at its most elementary level, multicultural education symbolizes a direction to schooling and the teaching-learning progress that is based in the independent ideals of justice and equality, but the distinctive feature of the educational process is the use of the web-pad systems. It is argued that fairness and parity have always been the center of schools, but there is a significant body of chronological and current evidence which shows that the schooling practices of most students of color, as well as many white students from financially poor and politically disempowered backdrops, are inferior to those offered to white students from middle class, politically dominant backdrops. Because of this discrepancy, supporters of multicultural schooling call for a deliberate reformation of many of the long-standing policies and conferences of public education. The goal of content integration, which is the new approach in the multicultural education, is to increase the curriculum by integrating inputs of diverse cultures into conventional disciplines of schoolwork. Questionably, this measurement is easily realized through knowledge. For example, educators at all stages have used the World Wide Web to expand the obtainable learning reserves. Electronic mail and multimedia technologies endorse communication and communications between diverse groups with the function of helping students learn more about materials and subjects they study in subject fields as social studies, science, psychology, and even foreign language.

With the preliminary groupings and headings, the visualizing of the system architecture and the navigation is supported by the Web-pad methods. These methods and the visualization in particular depend on the choice of input device and it is concluded upon a web pad (or probably a small touch screen) as our first input tool. The web pad is chosen from a range of devices because it offers a decent sized educational basis with a highly interactive user interface (i.e. users can straightforwardly interrelate with screen components using their fingers or a stylus). It was also proposed that the universal structural perception be appropriate to other input gadgets.

The knowledge construction dimension in the multicultural education endorses critical literacy by examining the manners in which researchers and scientists put in to their individual fields of study. Knowledge structure creates upon content incorporation by making unambiguous the worldviews and perceptions that inform knowledge claims. In the same way, it develops the justifiable sources of familiarity by helping students distinguish that their own knowledge both within and away from school are viable groundworks for acquiring knowledge and abilities.

Multicultural education supporters argue that in order to offer high quality practices for all students, lots of conventional features of schools will need to be rearranged. This is referred to as empowering school culture and community arrangements. Its eventual purpose is to modify the taken-for-granted policies and performances of schools that, while helpful to some students, have really reduced the education practice for many others.

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Author of the research also argues that multicultural education in design is as essential, as education itself, as students of different cultures have various imaginations about the world, beauty, colors and color combinations. Thus, they may have wonderful opportunity for the experience exchanges in the sphere of design. It is also necessary to highlight, that the use of Information Technologies (i.e. web-pad technology) in educational process enhance the intercultural exchange, as it helps students from various countries keep in touch, exchanging information and experience.

As for the issues of the implication of the web-pad systems, it is necessary to mention, that the methodology offered in the paper closely relates the necessity of implementing the multicultural education through the communicational technologies, as web-pad methodology offers the interaction of the people of different countries.

References

Oxman, R. 2003 ‘think-maps: teaching design thinking in design education’ Faculty of architecture and Town planning, Haifa, Israel.

Knowledge of Design in Education
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