J Learning Design special issue: Technology: A Mobilising Force for a Radical Design Pedagogy (June 2013)

Website: https://www.jld.edu.au/announcement/view/3
Deadline for submissions: UPDATED 8 July 2013

The Journal of Learning Design is an open-access multidisciplinary forum concerned with innovative technology and pedagogy in higher education.

Provocation and Call for Papers:
In relation to architectural pedagogy, Beatriz Colimina writes that it “…has become stale. Schools spin old wheels as if something is happening but so little is going on. Students wait for a sense of activist engagement with a rapidly evolving world but graduate before it happens…There is no real innovation” (AR The Architectural Review, 28th September, 2012). While Beatriz is talking specifically about architectural education, could the same be said of design education across the design disciplines? Assuming this is the case, this special edition calls for submissions that regard technology and the increasing demand to integrate technology in design teaching in higher education as a catalyst for radically questioning and challenging existing design curricula, pedagogy and learning and teaching environments. In this regard it invites a broadening of how we conceptualise and regard technology to one that encompasses the wider professional, social, environmental and pedagogical context in which it is situated, and the possibility for fundamental and innovative changes in the way teachers teach design and students learn design.

The journal invites submissions from but is not limited to the following design domains:

– Architecture
– Digital Media
– Exhibition and Display Design
– Fashion Design
– Furniture Design
– Graphic Design
– Industrial Design
– Interactive Design
– Interior Architecture
– Interior Design
– Jewellery Design
– Landscape Architecture
– Spatial Design
– Textile Design
– TV, Film and Set Design
– Urban Design
– Visual Design

Potential Paper Topics:
Potential topics of interest for the special issue include:

– The relationship between the content of design learning, approaches to design teaching and technological innovation in practice
– The potential for new technologies such as social media to invite reconsideration of established teaching and learning approaches and environments such as the design studio
– The roles and qualities of teachers and students and successful technology integration
– The application of ‘Edupunk’ or DIY attitudes to design thinking and learning, as a reaction to the mainstream commercialisation of learning, through pre-defined technologies such as PowerPoint or Blackboard
– The appropriateness of Massive Open Online Courses (MOOCS) in the context of design learning
– Creativity, technology and activism
– The linkages between space, place and design learning [including social, informal, blended, virtual, hybrid, workplace and off-campus learning environments]

Design Cases:
In addition to full-length papers, we also invite short illustrated papers of 3-4,000 words of design cases that reflect the special issue theme and represent technologically innovative, pedagogically radical examples of learning environments in higher education or of relevance to higher education.

For description of design cases, see:

– Boling, E. (2010). The need for design cases: disseminating design knowledge. International Journal of Designs for Learning
1(1). http://scholarworks.iu.edu/journals/index.php/ijdl/article/view/919/978

– Smith, K. (2010). Producing the rigorous design case. International Journal of Designs for Learning 1(1). http://scholarworks.iu.edu/journals/index.php/ijdl/article/view/917/980

– Howard, C. (2011). Writing and rewriting the instructional design case: a view from two sides. International Journal of Designs for learning 2(1). http://scholarworks.iu.edu/journals/index.php/ijdl/article/view/1104/1315

Schedule:
– Full Paper Due: Monday 24 June 2013
– Notification of Acceptance: August 2013
– Final Version of Paper Due: October 2013
– Special Issue Publication Date: November 2013

Special Issue Guest Editors:
Professor Jill Franz and Lindy Osborne
School of Design | Creative Industries Faculty
Queensland University of Technology

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About Fil Salustri
I'm a design methodologist and Professor of Mechanical Engineering at Ryerson University, Toronto, Canada. Adjectives that describe me include: secular humanist, meritocrat, and long-winded. Some people call me a positivist too, as if that were a bad thing. Go figure. My real home page is http://deseng.ryerson.ca/~fil.

One Response to J Learning Design special issue: Technology: A Mobilising Force for a Radical Design Pedagogy (June 2013)

  1. Thanks for promoting our Special Issue on Design Education, Fil.

    Much appreciated!

    Lindy lindy osborne | lecturer in architecture B.Arch PGDip.Arch RAIA BOAQ [3368] School of Design | Creative Industries Faculty | Queensland University of Technology 2 George Street Brisbane 4000 QLD AUSTRALIA | CRICOS No. 00213J [cid:A3BD3005-42B3-4377-8830-9D32CE6CBBB8]

    From: Design Journal & Conference Calls <comment-reply@wordpress.com> Reply-To: Design Journal & Conference Calls <comment+z_hth0wfg44dj0dwiwl9h_@comment.wordpress.com> Date: Monday, March 18, 2013 8:41 AM To: Lindy Osborne <lindy.osborne@qut.edu.au> Subject: [New post] J Learning Design special issue: Technology: A Mobilising Force for a Radical Design Pedagogy (June 2013)

    Fil Salustri posted: “Website: https://www.jld.edu.au/announcement/view/3 Deadline for submissions: 24 June 2013 The Journal of Learning Design is an open-access multidisciplinary forum concerned with innovative technology and pedagogy in higher education. Provocation a”

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