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Design education learning: developing skills of observing and managing intangible system in young generations

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Design education learning: developing skills of observing and managing intangible system in young generations

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dc.contributor.author Bergamini, Isabella es_ES
dc.contributor.author Fanzini, Daniele es_ES
dc.date.accessioned 2017-09-25T06:36:54Z
dc.date.available 2017-09-25T06:36:54Z
dc.date.issued 2016-10-27
dc.identifier.isbn 9788490484401
dc.identifier.uri http://hdl.handle.net/10251/87873
dc.description.abstract [EN] There is consensus among researchers regarding how managing and designing in complexity multidimensionality represents one of the mains challenges and constants of contemporaries’ processes of innovation (Manzini, Baule, Bertola, 2004). This systemic distinguishing peculiarity makes impossible to standardize the design innovation processes because every problem needs to be solved by adopting different strategies (Celaschi, Deserti, 2007). Nevertheless, those innovative processes can be developed and managed by referring us to tools and practices of design into the paradigms of multidisciplinary and multidimensional. However, what happens when professors have to transmit those concepts to young students of design faculties? We have to consider that normally those students are coming from second-degree schools, which programs usually still insist on content rigidly divided in disciplines and don´t consider how the contemporary relation between space and time has overturned for them (Morin, 2001). Young students generally disclaim their past in the meaning of heritage, values and techniques knowledge; they live in the present, a time that does not exist; a time that today results enormously expanded by globalization processes. They still living in a reality of which territorial capital subsystems are characterized by an entropic strong dichotomy of entities in opposition but, on the other hand, in balance within themselves, as for example topics as material/immaterial, collective/identity, culture/industry, etc. So, which are the design didactic challenges to provide horizontal skills for allowing young students to understand complexity and manage knowledge of the reality? This article will discuss the case study of the perception among design of a newly generation admitted at the Innovation and Design Engineering Degree of the Universidad Panamericana – Guadalajara Campus. As expected, in this new generation we can especially observe a resistance to consider the sociocultural, business, technological and territorial dimensions as systems that strategically characterized and affected plural aspects of the design innovation processes. The contribute then proceed in analyzing case studies of didactic activities for creating skills and sensibility able to develop this capability to observe, select and manage the intangible in order to optimize the design of the tangible in the young generations. The investigation, through the experimentation and comparison of informal didactic model, bring to the identification and promotion of special extra-ordinary didactics experiences oriented to the complex project and able to resalt the designer mediation role among the innate and dualistic tension between polarities able to resalt the intangible aspects which characterized contemporary design processes. es_ES
dc.format.extent 14 es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof Systems&design:beyond processes and thinking es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Design education es_ES
dc.subject Management of intangible es_ES
dc.subject Young generations es_ES
dc.subject Learning process es_ES
dc.subject Universidad Panamericana es_ES
dc.title Design education learning: developing skills of observing and managing intangible system in young generations es_ES
dc.type Capítulo de libro es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.4995/IFDP.2015.3328
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Bergamini, I.; Fanzini, D. (2016). Design education learning: developing skills of observing and managing intangible system in young generations. En Systems&design:beyond processes and thinking. Editorial Universitat Politècnica de València. 212-225. https://doi.org/10.4995/IFDP.2015.3328 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename Systems & Design: Beyond Processes and Thinking es_ES
dc.relation.conferencedate June 22-24,2016 es_ES
dc.relation.conferenceplace Valencia, Spain es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/IFDP/IFDP/paper/view/3328 es_ES
dc.description.upvformatpinicio 212 es_ES
dc.description.upvformatpfin 225 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela OCS\3328 es_ES


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