From research-based teaching to teaching-based research and back.

DS 62: Proceedings of E&PDE 2010, the 12th International Conference on Engineering and Product Design Education - When Design Education and Design Research meet ..., Trondheim, Norway, 02.-03.09.2010

Year: 2010
Editor: Boks W; Ion, W; McMahon, C and Parkinson B
Author: Poulsen, Søren Bolvig; Morelli, Nicola
Page(s): 509-514


between students from various educations with small/medium sized companies at various locations in Scandinavia. This article describes the research/teaching set up at Aalborg University, Denmark, where the research interest was focused on video in design as an analytic, creative and communicative tool. The convergence between research questions in the Ludinno project and the learning goals of various curriculums and educations enabled a synergetic constellation that supported students learning, academic research and innovation in the participating companies. Students were offered a learning situation with real problems to address, introduction to state of the art theory and a learning structure inspired by Kolb’s learning cycle [1]. This learning situation was also very relevant to the research interests of the collaborators and educators supporting the workshop. This article argues that research-based teaching cannot only form the foundation for teaching-based research, but these can cultivate each other through intensive and explorative workshops for students, industrial partners and academics.

Keywords: Experiential learning, research-based teaching, teaching-based research, video, design, collaboration, Kolb’s learning cycle


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