Special Issue "From Hi-Tech to Hi-Touch: A Global Perspective of Design Education and Practice"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 April 2022.

Special Issue Editors

Prof. Dr. Rungtai Lin
E-Mail Website
Guest Editor
Graduate School of Creative Industry Design, National Taiwan University of Arts, New Taipei City 22058, Taiwan
Interests: ergonomics in product design; human–computer interaction; design education and cognitive approach in design; cultural and creative product design
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Po-Hsien Lin
E-Mail Website
Guest Editor
Graduate School of Creative Industry Design, National Taiwan University of Arts, New Taipei City 22058, Taiwan
Interests: wooden crafts; art theory; art education; aesthetics
Prof. I-Ying Chiang
E-Mail Website
Guest Editor
Department of Arts and Design, National Tsing Hua University, Hsinchu 300044, Taiwan
Interests: craft and design education; cultural product design; metal arts and contemporary jewelry; placemaking
Special Issues, Collections and Topics in MDPI journals
Dr. Ching Chiuan Yen
E-Mail Website
Guest Editor
1. Division of Industrial Design, National University of Singapore 8 Architecture Drive, Singapore 117356, Singapore
2. Keio-NUS CUTE Center, National University of Singapore, Singapore 117602, Singapore
Interests: design in medicine; technology enabled learning; human–computer interaction

Special Issue Information

Dear Colleagues,

Facing the change and impact of globalization, how to apply design thinking to improve people’s life, from Hi-tech to Hi-touch, is becoming increasingly vital during this disquieting era. This Special Issue is focused on discussing the development, application, potential and boundary of design education as well as design practice from a cross-cultural perspective. Thus, theoretical research via scrupulous literature review in various scope of design, empirical studies of significant design cases are welcome.

Potential topics include, but are not limited to:

  • Frameworks for design education with creativity and critical thinking;
  • Significant teaching and learning sequences of design;
  • The theoretics and practice within design education approaches;
  • Design education of cross-discipline;
  • Teacher training for design;
  • Design implementation for cross-culture;
  • Research of creative design strategy;
  • Design for placemaking;
  • Special topic of design case study.

Reference

  1. Cross, N. (2011). Design Thinking: understanding how designers think and work, Berg/Bloomsbury, Oxford and New York. ISBN 978 184788 6378 (hb), 978 1847886361 (pb)
  2. Lin, R.-T. (2007). Transforming Taiwan aboriginal cultural features into modern product design: A case study of a cross- cultural product design model. International Journal of Design, 1(2), 47-55.
  3. Norman D. (2010, 2018). Why Design Education Must Change, https://www.core77.com/posts/17993/why-design-education-must-change-17993,  https://jnd.org/why_design_education_must_change/.
  4. Shneiderman, B. (2016). The New ABCs of Research: Achieving Breakthrough Collaborations, Oxford University Press, Oxford, UK.

Prof. Dr. Rungtai Lin
Prof. Dr. Po-Hsien Lin
Prof. I-Ying Chiang
Dr. Ching Chiuan Yen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • design education
  • design thinking
  • design strategy
  •  cross-culture design

Published Papers (2 papers)

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Research

Article
From Theory to Practice: An Adaptive Development of Design Education
Educ. Sci. 2021, 11(11), 673; https://doi.org/10.3390/educsci11110673 - 22 Oct 2021
Viewed by 712
Abstract
This study aims to discuss the adaptive challenge, and bridge the gap between theory and practice in design education. From now on, navigating design communities through the new era is a significant issue facing global competition and pluralistic society. First, this study reviews [...] Read more.
This study aims to discuss the adaptive challenge, and bridge the gap between theory and practice in design education. From now on, navigating design communities through the new era is a significant issue facing global competition and pluralistic society. First, this study reviews the essential evolution of design theories in the past few decades on man-machine system design, user-centered design, and user experience design. Second, based on three case studies of the REACH toothbrushes, an IEF wearable computer, and a LINNAK twin-cup, the research findings are offered to witness the advancement and transformation from hi-tech to hi-touch. Furthermore, this study summarizes three paradigms to interpret the adaptive evolution in design education. Finally, the authors propose three directions for the advancement of the creative industry and design education. The contributions of this study are to (1) clarify the interrelations between the theory and practice of design via the three foci of the human factors, human actors, and cultural aspects; (2) demonstrate the transformation of the archetypal model of user–tool–task employing illustrative paradigms; (3) identify the evolution of design education with contextual stages in the past decades; and (4) propose orientated perspectives for the personnel and institutes of the design industry and design education. Full article
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Article
From Data to Wisdom: A Case Study of OPOP Model
Educ. Sci. 2021, 11(10), 606; https://doi.org/10.3390/educsci11100606 - 01 Oct 2021
Viewed by 630
Abstract
The purpose of this research is to: (1) clarify the scope and connotation of the OPOP (One Product/Project/Performance, One Paper) model comprehensively; (2) show its application in design and creative teaching; (3) introduce this model to more people. First, the author reviews the [...] Read more.
The purpose of this research is to: (1) clarify the scope and connotation of the OPOP (One Product/Project/Performance, One Paper) model comprehensively; (2) show its application in design and creative teaching; (3) introduce this model to more people. First, the author reviews the design doctoral education system and its shortcomings and analyzes the similarities and differences between “Ph.D. of Design” and “Master of Design”; second, the researcher discusses the DIKW (Data, Information, Knowledge, Wisdom) pyramid, cognition and communication theory separately. The author also interviewed the two teachers who created the OPOP model to clarify its core meaning and goals. Finally, the author invited students who participated in an OPOP forum to fill out a questionnaire in order to analyze and understand their responses and suggestions. The OPOP model allows participants to realize that “creativity” and “interpretation” are equally important and to gradually learn to use academic papers to transform personal “tips” and “experience” into “knowledge” that can be imparted. The author hopes that the OPOP model and the general frameworks mentioned in this study can inspire all readers, enabling them to continuously explore the connotation and further possibilities of OPOP in light of the actual situation. Full article
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