blended learning

Learning from a distance: A conceptual teaching framework that supports positive emotions and novelty during independent fashion design processes

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Discipline: 

Fashion, Jewellery & Textile Design

The importance of cultivating a creative mindset in fashion design students to eventually thrive in the rapidly changing work environment that demands novelty in design is becoming increasingly relevant from an educational perspective. In addition, the challenges to enhance creative design processes of students have been exacerbated by the COVID-19 pandemic in 2020, which caused a sudden transformation from traditional contact education, to online and later blended learning. This implies that educators are challenged to re-think traditional strategies of teaching creativity to align to the shifting conditions.

Lost connection: Reflections on online jewellery design teaching

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Discipline: 

Fashion, Jewellery & Textile Design

In this paper, four educators teaching undergraduate jewellery design and manufacture recount our adaptations to online learning during the COVID19 lockdown, and how this impacted our ideas about lecture content and delivery. We look at the possibilities for online study in jewellery design in relation to the developments of the fourth industrial revolution, such as blended learning, simulations and computer-aided design and manufacture. We share adaptations that may serve educators in distance or blended learning scenarios. However, the lockdown created difficult learning circumstances in South Africa in which we often ‘lost connection’ due to high data costs and inequalities in students’ living conditions.

Towards a Design Thinking Mindset in Academic Staff Development: Cross-continental design principles for blended learning course design

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Discipline: 

Design Education Strategy

As a contemporary and boundary spanning approach, design thinking is entering higher education yet is unestablished in academic staff development. This study aims to reflect on two staff development interventions, one offered in the United States and one in South Africa, on blended learning course design, aimed at promoting a ‘design thinking mindset' among university lecturers. By analysing the design process and features of both programmes, we discuss the implications and potential of design thinking for academic staff development. Across these two contexts, there exists an increased awareness of and empathy for a diverse student body, the value of interdisciplinary collaboration, peer mentoring, and reflective thinking.

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Design Educators of South Africa...

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