Abstract
The complex challenges facing society often have competing social, political, ecological and economic drivers. Responding requires us to transcend disciplinary boundaries, co-creating knowledge. Design is increasingly positioned to enable this, informing and influencing change through engaged practice. However, while the intended outcome of design is often a redesigned service, artefact or intervention, the experience of those involved in the design may also be valuable. This paper considers whether the experience of engaging in transdisciplinary design can be described as a learning opportunity and explores the disciplinary perspectives of three groups: designers, academics and industry-based entrepreneurs. Drawing on empirical data from participants engaged in design-led workshops, findings suggest four areas of learning potential: interaction, experience, practice, and reflection. Finally, the paper considers the future of transdisciplinary learning and suggests that the landscape of participatory learning is shifting once more.
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