LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION
The current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the communi...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Unisa Press
2016-04-01
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| Series: | Education as Change |
| Subjects: | |
| Online Access: | https://upjournals.co.za/index.php/EAC/article/view/556 |
| _version_ | 1823959526379880448 |
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| author | Anneli Bowie Fatima Cassim |
| author_facet | Anneli Bowie Fatima Cassim |
| author_sort | Anneli Bowie |
| collection | DOAJ |
| description | The current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the community, but is challenging to manage successfully. From a design education perspective, it is interesting to note that contemporary design practice emphasises a similar approach known as a human-centered design, where users are considered and included throughout the design process. In considering both service learning and human-centred design as foundations for design pedagogy, various philosophical and methodological similarities are evident. The paper explores the relationship between a service learning community engagement approach and a human-centered design approach in contemporary communication design education. To this end, each approach is considered individually after which a joint frame of reference is presented. Butin’s service learning typology, namely the four Rs – respect, reciprocity, relevance and reflection – serves as a point of departure for the joint frame of reference. Lastly, the potential value and relevance of a combined understanding of service learning and human-centered design is considered. |
| first_indexed | 2024-12-17T16:34:19Z |
| format | Article |
| id | doaj.art-09ff66279c194ebea956738c1ffdefec |
| institution | Directory Open Access Journal |
| issn | 1682-3206 1947-9417 |
| language | English |
| last_indexed | 2024-12-17T16:34:19Z |
| publishDate | 2016-04-01 |
| publisher | Unisa Press |
| record_format | Article |
| series | Education as Change |
| spelling | doaj.art-09ff66279c194ebea956738c1ffdefec2022-12-21T21:41:08ZengUnisa PressEducation as Change1682-32061947-94172016-04-01201126148312LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATIONAnneli Bowie0Fatima Cassim1University of Pretoria, Department of Visual ArtsUniversity of Pretoria, Department of Visual ArtsThe current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the community, but is challenging to manage successfully. From a design education perspective, it is interesting to note that contemporary design practice emphasises a similar approach known as a human-centered design, where users are considered and included throughout the design process. In considering both service learning and human-centred design as foundations for design pedagogy, various philosophical and methodological similarities are evident. The paper explores the relationship between a service learning community engagement approach and a human-centered design approach in contemporary communication design education. To this end, each approach is considered individually after which a joint frame of reference is presented. Butin’s service learning typology, namely the four Rs – respect, reciprocity, relevance and reflection – serves as a point of departure for the joint frame of reference. Lastly, the potential value and relevance of a combined understanding of service learning and human-centered design is considered.https://upjournals.co.za/index.php/EAC/article/view/556design educationhuman-centered designservice learningcurricular community engagementexperiential learning |
| spellingShingle | Anneli Bowie Fatima Cassim LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION Education as Change design education human-centered design service learning curricular community engagement experiential learning |
| title | LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION |
| title_full | LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION |
| title_fullStr | LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION |
| title_full_unstemmed | LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION |
| title_short | LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION |
| title_sort | linking classroom and community a theoretical alignment of service learning and a human centered design methodology in contemporary communication design education |
| topic | design education human-centered design service learning curricular community engagement experiential learning |
| url | https://upjournals.co.za/index.php/EAC/article/view/556 |
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