Abstract
The efficacy of project-based learning in design education has gained broad acceptance. Some innovative design curricula also recognize the significance of trans-disciplinary practice, and organize student teams such that different functions associated with key disciplines of design projects are represented. Project Oriented Learning Environment (POLE) is an educational paradigm (Holliger and Kündig, 2003; Eris et al., 2005). The publication describes the POLE platform and presents key success factors as well as the pitfalls experienced in distributed trans-disciplinary project-based design education. POLE is a learning system developed by a network of 16 international universities, it operates within a reflexive context, taking into account the various cultures involved. Since 2001, twenty one-semester projects, all originated from and funded by industry, have been completed using the platform. This publication includes details of process design and project outcomes through the description of a case study. It also presents the findings with regard to how this trans-disciplinary and multicultural learning environment challenges students and professors as well in the development of new and promising collaborative academic structures.Key words: design education, project based learning, transdisciplinary co-operation.
Highlights
Project-based learning is a methodology that has gained broad acceptance in design education
Project Oriented Learning Environment (POLE) is a learning system developed by a network of 16 international universities, it operates within a reflexive context, taking into account the various cultures involved
In the trans-disciplinary project environments it is increasingly necessary to develop “soft skills” that enable students to assume social roles to coexist as a team, to take on leadership roles, and develop empathy and respect for the other team members
Summary
Project-based learning is a methodology that has gained broad acceptance in design education. The exposition of students into a project environment forces them to assume roles close to their future profession; they can apply previously acquired knowledge and they develop new knowledge from the project experience. In this role of application of knowledge, the expertise that each student has developed according to his academic specialty is tested when faced with more complex problems (Thakara, 2006) to be solved at the interface between their disciplines and other specialties. A trans-disciplinary view that is not focused only on how students recognize and act according to their area of study, but an attitude that acknowledges other areas, too, and that is able to transgress disciplinary boundaries, producing the quality that makes teams successful
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
