|Published Online: September 4, 2015||$US5.00|
Higher education programs in design often include curricula that are knowledge-oriented rather than design practice-oriented. These curricula include subjects such as design history, management and others, depending on the design disciplines. We propose that practical design skills, approaches and attitudes, should be integrated in all aspects of design education. In this paper, we use Van der Maren’s pedagogical object development model (1999), along with works by Cross (1995); Findeli (2001); Oxman (2004); Schell (2008) and de Bono (1988, 2004) to set the groundwork for this new approach to non-practice-oriented curricula planning for programs in design using the case of a “Video Game History” class taught to higher education video game design students.
|Keywords:||Design Ability, Pedagogy, Pedagogical Object|
The International Journal of Design Education, Volume 9, Issue 3, September, 2015, pp.35-46. Article: Print (Spiral Bound). Published Online: September 4, 2015 (Article: Electronic (PDF File; 572.948KB)).
Substitute Professor in Video Game Design and Studies, Creation and New Media, Université du Québec en Abitibi-Témiscamingue, Montreal, Quebec, Canada
Invited Professor, Program Administrator in 3D Creation and Design, Creation and New Media, Université du Québec en Abitibi-Témiscamingue, Montréal, Québec, Canada