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

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Eindhoven designs / volume two 79 Chapter 6 ID Competence Framework: competence of designing perspective & stages of growth as a designer The remaining perspective to be discussed refers to the development of the overall competence of designing during the entire study. The elements are the same, only the interpretation can differ. Moreover, this chapter will elucidate growth as a designer through the different developmental stages.
80 Competence of designing perspective Competency areas The development of the different competency areas is attained by the whole set of learning activities during the consecutive semesters and blocks. This means that the breadth of the competency area is the sum of all aspects developed during all learning activities. Depth is gained by repetition of aspects in different contexts. It relates to the complexity one can deal with in a new setting. Thus competency development is not a checklist; if someone has done it once, it doesn’t automatically mean that that aspect is in the bag and can be ignored thereafter. The essence lies in gaining insight in their competency development. Especially the Self-Directed and Continuous Learning aspects are crucial for this perspective. It forms the core for growth. This also requires reflection on and for growth. Therefore, this perspective shows a reflection line around all other elements. The IDentity weeks focus in particular on this kind of reflection on and for action. These weeks occur three times per semester. At the start the students reflect on what they have achieved in the previous semester in terms of overall competence of designing and their vision as a designer, and use this information for their Personal Development Plan (PDP). Halfway the semester, students start adapting their showcase for that semester. They reflect on what they have achieved in their learning activities so far, as related to the goals they set in their PDP. Towards the end of the semester, students make a second round in adapting their showcase for that semester and preparing it for the assessment. They reflect on what they have achieved in their learning activities so far, as related to the goals they set in their PDP. They do not only look at the past semester but also at their history and their plans for the future. Processes The design process remains important in this perspective, and performing learning activities several times in a different context reveals patterns of approach. Some students are more inclined to start from a making strategy, whereas others prefer to have a strong analytical strategy. As often, the truth is somewhere in the middle. Both strategies are equally valuable and should frequently alternate throughout the entire process. This strongly relates to becoming a designer and the kind of designer one becomes. In this perspective of the competence of designing and growth, the upper circle containing envisioning and transforming society now refers to the student’s vision on designing. And the lower circle gives a societal reference for one’s actions and development. Looking at John Helmes’ processes over the year, one can see a clear emphasis on making through tangibility. He is currently teaching his colleagues at Microsoft Research Cambridge the benefits of this strategy and the actual know-how to use this strategy, and by doing so he is developing his own competence of designing.
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Eindhoven designs volume two Develo
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2 A catalogue record is available f
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4 Table of contents 1 Foundation: I
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6 Photo by Bart van Overbeeke
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8 In 2001, TU/e started the Departm
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10 the edge of design, engineering
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