Abstract
Learning in design is a phenomenon observed in design practice. Yet there is no comprehensive model or theory that explains the phenomenon and hence serves as a basis upon which a shared understanding can be evolved. This paper describes the development and evolution of a novel model of learning in design, LinD, which seeks to address the need for such a model. The model features formalisms for describing the cognitive activities of design and learning and three links that explain the interactions between these activities: the epistemic, teleological and temporal.
| Original language | English |
|---|---|
| Pages (from-to) | 40-61 |
| Number of pages | 22 |
| Journal | Research in Engineering Design |
| Volume | 15 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 21 Feb 2004 |
Keywords
- design activity
- learning activity
- learning triggers
- knowledge transformers
- pragmatic scientism