Embrace Otherness Project: A Case Study of Human-Centered Design Thinking
Preservice art teachers interviewed international graduate students as VIP-Clients to deepen understanding of cultural traditions and aesthetic preferences before individualizing their designs as gifts.
Presented by:
Koon-Hwee Kan, Kent State University
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Transcript:
Key Words:
Human-Centered Design Education, Experiential Learning, Global Citizenship
Abstract:
To facilitate their teaching of design as functional art in K‒12 settings, art education majors undergo the design process by directly experiencing human-centered design and adapting design thinking in the Embrace Otherness project. This case study documented how the study of design when framed by humanities concepts and methods guided learners to become better global citizens in an increasingly contentious world. Preservice art teachers collaborated with international graduate students from outside the art discipline to examine visual elements from both cultures. Each team eventually created a fabric prototype and finalized it into one usable household item.
Outcomes:
1. Apply the design thinking process and incorporate cooperative learning strategies in their own courses.
2. Adapt the human-centered design education approach to involve their own students at tackling real-world challenges.
3. Assess such an opportunity to educate global citizenship in higher education.
References:
Dissanayake, E. (1992). What is art for? Washington University Press.
Kegan, R. (2009). What “form” transforms?” In K. Illeris (Ed.). Contemporary Theories of Learning. Routledge.
Stearns, P. N. (2009). Educating global citizens in colleges and universities: Challenges and opportunities. Routledge.