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.

摘要

社会面临的复杂挑战往往具有相互竞争的社会、政治、生态和经济驱动因素。回应需要我们超越学科界限，共同创造知识。设计越来越定位于实现这一点，通过参与实践来告知和影响变化。然而，虽然设计的预期结果通常是重新设计的服务、人工制品或干预，但参与设计的人员的经验也可能很有价值。本文考虑从事跨学科设计的经历是否可以描述为一种学习机会并探索三个群体的学科观点：设计师、学者和行业企业家。根据参与以设计为主导的研讨会的参与者的经验数据，研究结果提出了四个学习潜力领域：互动、体验、实践和反思。最后，该论文考虑了跨学科学习的未来，并提出参与式学习的格局正在再次发生变化。