Switching From Lecture to Design Workshop

Researches indicate that universities and higher education institutions are not preparing students for work. Many design graduates do not possess right employment skills & knowledge to enter the creative industries. Meanwhile industry itself do not have the right kinds of conversations with design schools, engaging future employees and the people who are training them in the best ways possible (It’s Nice That, 2014). Design education must change (Norman (2014). Norman suggested that the role of design and designer has changed since last several decades. The traditional design fields create artefacts, however new societal challenges, culture values & technological opportunities require new skills & knowledge. Design today is more human-centred and more social, more rooted in technology and science than ever before. Moreover, there is need for services & process that do not require the great craft skills that are the primary outcome of a design education (Norman and Klemmer, 2014). Educators need a dramatic rethinking, how to improve the quality of teaching and learning so that to satisfy the existing industry demands and its future expectation. Employers expect a new form of design education, one with more rigors, more science, and more attention to the social and behavioural sciences, to modern technology, and to business. However, universities/HELs cannot copy the existing courses from those disciplines: educators have to establish new ones that are appropriate to the unique requirements of the applied requirements of design. Design education, however must not lose the wonderful, delightful components of design. The artistic side of design is critical: to provide objects, interactions and services that delight as well as inform that are joyful. Designers do need to know more about science and engineering, but without becoming scientists or engineers. Design education must not lose the special talents of designers to make our lives more pleasurable (Norman, 2014)