Students are then requested to transform these into the generic requirements of a design brief (Reflective Observation), further interpret the brief in the light of theories (Abstract Conceptualisation), and finally convert findings into new design concepts (Active Experimentation). The course provides Concrete Experience through in situ-observations interviews, etc.

The present paper describes the proactive application of this model in redesigning a course, given at the Norwegian University of Science and Technology spring term 2013. In a prior paper, the authors took KolbГўВЂВ™s experiential learning model as a starting point for a post hoc comparison and evaluation of teaching design theory. largely utilized as scaffold for the design of various bioactive compounds. with a less competent speaker (the learner). Yet, there are challenges in promoting such a ГўВЂВmixed approachГўВЂВ™ in design education. the scaffolding from the perspective of a competent speaker (the teacher) interacting.

This article argues that teaching students the ability to reflect on their own approaches opens up for combining design theory and practice for the greater benefit of both. Institution: 1: Chalmers University of Technology, Sweden 2: Norwegian University of Science and Technology, NorwayДЄ future in ever changing professions requires design students to become competent in engaging with different types of knowledge. Teaching design theory: scaffolding for experiential learningДS 76: Proceedings of E&PDE 2013, the 15th International Conference on Engineering and Product Design Education, Dublin, Ireland, 05-Д®ditor: John Lawlor, Ger Reilly, Robert Simpson, Michael Ring, Ahmed Kovacevic, Mark McGrath, William Ion, David Tormey, Erik Bohemia, Chris McMahon, Brian ParkinsonДЄuthor: Hiort af OrnГ¤s, Viktor Keitsch, Martina

Speaker scaffolding design