Education guide 'Eindhoven designs' - Technische Universiteit ...

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Competence of
designing / growth as a
designer: ‘top layer’
Students review all the deliverables, feedbacks
and reflections from their learning activities
to determine how these have contributed to
and shaped the development of their overall
competence of designing and their vision
on designing. This review should result in a
coherent and overall picture, the ‘top layer’
of the showcase; again a metaphorical
expression and not per definition a real layer in
the showcase. This ‘top layer’ is composed of
the ‘patterns’ in their competency development
and profile, the quality of their deliverables,
their (design) processes and attitude. It is
a careful selection from their deliverables,
complemented with integrative reflections
on their development of and growth in their
overall competence of designing and their
vision on designing. Students can and should
also include additional visuals, so visuals that
are not part of their ‘underlying evidence layer’.
This overall picture needs to be underpinned
with evidence and information in the
‘underlying layer’ from their learning activities:
deliverables, written feedbacks, process
and reflections. This means that students
connect the ‘underlying evidence layer’ to
the ‘top layer’, physically as well as contentwise
(connected evidence should corroborate
particular aspects of the top layer). They
need to integrate the different parts into a
whole. The ‘top layer’, too, is interactive and
integrative, with a balance between written
reflections and visuals.
Students’ showcase needs to communicate
their evolvement of ‘their’ picture as a whole:
from past through present towards future.
Students demonstrate ‘evolvement’ by framing
their current growth and overall development
(present) in the five-stage model from blank
to visionary, and by fitting this in with their
history as a designer up to that point (past)
and their view of the designer they want to
become (long-term goals for the future as well
as short-term goals for the next semester).
They are also required to demonstrate their
growth and development as an integrated
whole. This implies that they reflect on and