Design in Education
to be considered for publication in Academic Exchange Quarterly print edition:
Spring,   Summer,   Fall,   or   Winter
See Submission & Publication Timeline.   ( early, regular, short )
Note, early submission includes consideration for co-publication in AEQ Open-Access- outlets (see bottom of this page).
Please observe Six simple submission steps
Steve Pec   Editor of Academic Exchange Quarterly
The teaching and learning in the traditional disciplines of design have inspired many constructivist approaches such as situated cognition, reflective practice, experimental learning and so on. Authors like John Dewey and Donald Schön based some of their theories in the way designers learn how to become an expert in their discipline. Paradoxically, the recent education in disciplines like graphic design, industrial design and architecture is actually forgetting the value and richness of the expert and novice model and of reflective practice. The practice of design occurs today in front of a personal computer and the design students seem to forget the real purpose of design: to solve problems of communication.
Research in the design field is scant because most designers are practitioners who work as professionals, but those who teach in universities are concerned with the future development of the discipline. For that reason, it is important to expand the knowledge base that contributes to improve the practical areas of teaching and learning.
The purpose of this feature is to be a forum for higher education faculty, graduate students and staff developers from the design disciplines who are seeking and developing ways to innovate and improve education in this field. This feature is also for those who use the expert and novice model, principles, techniques and strategies inspired in design to improve the teaching and learning of the practical aspects and skills of their students in other disciplines.
Authors are encouraged to submit: descriptions of learning activities grounded in related pedagogical theories, examples of student or teacher work and its relation to related theories, teaching techniques or strategies, anything that expands the knowledge base of how the design should be taught and learned or how the pedagogy of the kraftman disciplines is applied to the education of the practice in other areas.
Who May Submit:
Faculty, administrators, librarians and graduate students.   Please identify your submission with keyword: DESIGN