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ERIC Number: EJ916491
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1360-1431
Multi-Disciplinary Interaction in Learning Led Design
Trebell, Donna
Design and Technology Education, v15 n3 p91-106 2010
The purpose of the study reported here was to investigate the iterative design development of an Academy for 11-18 year olds focusing on the following research question: "What are the features of the multi-disciplinary interactions and associated modelling techniques, which lead to the development of an Academy proposal which meets its Education Brief?" A case study approach bounded by time and focus group was adopted (Cresswell, 1998). This approach was adopted in order to create a rich picture of the social setting and to illustrate the complexity of the process referred to as "learning led design" from in depth analysis of the education brief, through iterative development in consultation with key stakeholders to the presentation of final proposals. Findings illustrate that collaborative interactions are an important feature of effective design development with cross disciplinary creative collaboration being the key to the development of successful outcomes. (Contains 15 figures and 4 tables.)
Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom