|
|
| IMBL7800 | CURRENT METHODOLOGIES IN DESIGN EDUCATION | 3+0+0 | ECTS:7.5 | | Year / Semester | Fall Semester | | Level of Course | Second Cycle | | Status | Elective | | Department | DEPARTMENT of INTERIOR ARCHITECTURE | | Prerequisites and co-requisites | None | | Mode of Delivery | | | Contact Hours | 14 weeks - 3 hours of lectures per week | | Lecturer | Öğr. Gör. Dr Hande Gül KANCA | | Co-Lecturer | | | Language of instruction | Turkish | | Professional practise ( internship ) | None | | | | The aim of the course: | | During this course, current perspectives and educational methodologies developed on learning-teaching dimensions in design education and design studios are examined. The contributions of the emerging methodologies to the design studios and their effects on the education process are discussed. |
| Programme Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | PO - 1 : | Can examine and categorize the learning-teaching dimensions in design education. | 2,4,7 | 1,3, | | PO - 2 : | Can review and organize the teaching environment according to the needs of contemporary design studios | 2,4,7 | 1,3, | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), PO : Learning Outcome | | |
| The general framework of educational theories and giving general information about the theories, the developmental process of Behaviorism, Cognition, Psychoanalytic, Humanistic and Constructivism theories, the importance of learning psychology and approaches in design education, learning-teaching dimensions in design education, design education theories and traditional approach, design in design education The importance of studios, the effects of approaches and methodologies after 2000 in design studios, methodology development in design education, experiential, sensory and conceptual propositions from informal trends in design studios. |
| |
| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | What are Education Theories? General Framework and Theories On Behaviorism, Cognition, Psychoanalytic, Humanistic, and Constructivist Theories | | | Week 2 | The Importance of Learning Psychology and Approaches in Design Education, On Learning-Teaching in Design Education | | | Week 3 | Design Education Theories | | | Week 4 | Traditional Approach in Design Education | | | Week 5 | The Importance of Design Studios in Design Education, Student Presentations | | | Week 6 | Approaches, Searches and Methodologies in Design Studios After 2000 | | | Week 7 | Student Presentations | | | Week 8 | On Methodology Development in Design Education | | | Week 9 | Midterm Exam | | | Week 10 | Informal Trends in Design Studios, Experiential Propositions | | | Week 11 | Informal Trends in Design Studios, Sensory Propositions | | | Week 12 | Informal Trends in Design Studios, Conceptual Propositions | | | Week 13 | Student Presentations | | | Week 14 | Student Presentations | | | Week 15 | Student Presentations | | | Week 16 | Final exam | | | |
| 1 | Gür, Ş.Ö. 2016. Mimari Tasarım Eğitimine Çağdaş Önermeler, YEM Yayınları. | | | |
| 1 | Lyon, P., 2011. Design Education: Learning, Teaching and Researching Through Design, Gower Press. | | | 2 | Schaefer, D., Coates, G., Eckert, C., 2019. Design Education Today, Technical Contexts, Programs and Best Practices, Springer | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 9
13 | 27.11.2023
25.12.2023 | 1 | 50 | | End-of-term exam | 16 | 22.01.2024 | 1 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 3 | 14 | 42 | | Sınıf dışı çalışma | 3 | 14 | 42 | | Arasınav için hazırlık | 5 | 8 | 40 | | Arasınav | 1 | 2 | 2 | | Dönem sonu sınavı için hazırlık | 5 | 17 | 85 | | Dönem sonu sınavı | 2 | 1 | 2 | | Total work load | | | 213 |
|