Transitional Learning through Unexpected Objects

Abstract

Design teaching and learning occurs in many forms using a variety of objects including ones that are expected and others that are unexpected. Furthermore, there is a variety of different approaches to teaching and learning design including transitional learning that is about immersing learners into topics and themes that enhance involvement and responsibility. First, this paper highlights the characteristics of transitional learning. Second, we tease out what we mean by expected objects and unexpected objects, and how an object-based approach to teaching and learning is ubiquitous within design education. Additionally, we describe some of the roles that object (in general) play in design learning including, for example: as communication strategies; to create visualizations to describe design ideas and design solutions; to conduct research; and to understand materials, production and/or mechanics of objects. Third, we zoom in on four project explorations to examine how unexpected objects serve a transformative purpose in design education. These unexpected objects include a coffee creamer container, ambiguous objects, an older complicated manufactured object, and insects from nature. These unexpected objects support learning through activation, challenges, (re)design, and (re)construction resulting in learners engaging in object-based hands-on learning, and aid learners towards being more responsible when designing for others. Finally, this paper sums up how transitional learning through unexpected objects plays an increasingly important role in the design process in our current era that has moved away from using actual objects and prioritizes high-tech object learning.

Keywords: Activation, Challenge, Design Education, Design Thinking, Object-based Learning, Project Explorations, (Re)construction, (Re)design, Teaching and Learning

DOI: 10.54941/ahfe1005114