Abstract
ABSTRACT The Ideation Tool (IT) emerged from a doctoral project, as a pedagogical strategy to assist students navigate and frame wicked design problems and design process activities. Subsequently, the IT was renamed as the Generative Tool (GT). Guided by action research, two teaching and learning iteration cycles with fashion design students at a South African higher education institution aimed to evaluate and refine the tool. The first iteration (Phase 1) focusses on two fourth-year fashion design students. For the second iteration (Phase 2), a refined GT was used by third-year fashion design students as a guide for the design process and a tool for reflection. This research explores the two independent student groups’ experiences regarding their application of the tool, and propose strategies for refinement. The findings reveal that the GT is a useful pedagogical strategy in fashion design education to navigate the fuzzy front-end of the design journey.
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