DesignEd Paper 3.3h_cameraready

This paper reviews and extends educational principles from recent learning sciences literature to address the nuanced needs of creative design education. We have performed a variety of ethnographic and qualitative research activities, including interviews with design students and learning experts, as well as reflecting on our experiences as design educators and practitioners. Our findings identify opportunities in the areas of the classroom environment, learning objectives, formative strategies for student achievement, iterative learning, and suggest the value of an adaptive interface between objectives and learning strategies. We therefore propose a new model of reflexive learning to both improve design education and support creativity and self-leadership in studio design practice. Author