Abstract
Learning complex disciplines traditionally requires the adoption of equally articulated methods and strategies. Design does not escape this principle, on the contrary it enhances some of its peculiar characteristics: very different skills, often not aligned development and application times, tools complexity, declare an environment where methods and practice had always defined a non-linear educational scenario (Cennamo et al., 2011). The paper discusses the matter while bringing a case study specifically defined with the purpose to test a new educational scenario where a student is put into conditions to experiment the entire Design process by himself, being connected with different competences inside a complex multidisciplinary environment, in order to develop a physical Design solution for a user with disabilities.
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