Understanding Design-based Learning (DBL) for teaching Z-Gen learners as Design Education in the 21st Century
JUAN J. ARRAUSI | TDA Organizer
Diseñador, profesor, docente y continuo aprendiz. Postgrado en diseño gráfico en la Schule für Gestaltung de Basilea, Suiza. Licenciado en Bellas Artes por la Universidad del País Vasco, en Bilbao.
Important note: This article is not a research article; it is a contribution article. I hope to contribute my pedagogical experience to our design education community.
In my 20 years of teaching experience, I have always believed that education is a learning process that helps people distinguish information and achieve goals in life. This concept shapes my design education and teaching philosophy, which has three main parts: Learning Method, Learning Process, and Design Methodology (see Figure 1). The ATE (Analyzing, Thinking, and Executing) learning process uses design methodologies to make learning more efficient. I studied cognitive science, marketing, psychology, and sociology to develop design methodologies such as “Conceptor,” “Experience Brand Design,” “Culture Code Brand Design (CCBD),” “Design Formalization,” and “Decoding.” For many years, I taught these methodologies under design course names as hidden content because the students and the department could not forecast the future, and the course could be in danger of being dropped. These courses have helped many students to achieve their life goals as successful designers. Later, I developed and implemented DBL (Design-Based Learning) as a learning method that uses design methodologies within ATE.
