1887
  1. الرئيسية
  2. A-Z Publications
  3. Tasmeem
  4. المجلد 2014, العدد 1
  5. المقالة
Volume 2014, Issue 1
  • ISSN: 2221-9048
  • E-ISSN:

ملخص

Underlying causes of conflict, inequity, and injustice remain deeply entrenched in the lives of people ranging from impoverished villages to overpopulated megalopolises. To help address these complex issues, social design brings together designers from varying disciplines to address the needs of the community. While universities across the world recognize the need to introduce social design pedagogy into their curriculum, many programs remain confined within Western post-graduate education. In response, two multidisciplinary professors initiated a team-taught ‘Design for Social Change’ course in an undergraduate design program in Dubai, UAE. Open to students across disciplines, the course followed a hybrid-learning approach to planning, conducting, and evaluating learning activities. The methodology empowered students to determine their project interest, cooperatively build research, and value their diverse skills. This paper introduces the notion of hybrid-learning, collabor-active team-teaching in an interdisciplinary classroom, and applies the methodology to a social design course in the MENA region.

This paper has been presented as part of the Tasmeem Exploration Platform during Tasmeem Conference, Doha, 2013.

© 2014 Emans, Hempel, licensee Bloomsbury Qatar Foundation Journals.
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Hybrid-learning for social design
Tasmeem 2014, 3 (٢٠١٤); https://doi.org/10.5339/tasmeem.2014.3
/content/journals/10.5339/tasmeem.2014.3
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  • نوع المستند: Research Article

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