Embracing Student Experience in Inclusive Design Education through Learner-Centred Instruction

Autor/inn/en	Altay, Burçak; Ballice, Gülnur; Bengisu, Ebru; Alkan-Korkmaz, Sevinç; Paykoç, Eda
Titel	Embracing Student Experience in Inclusive Design Education through Learner-Centred Instruction
Quelle	In: International Journal of Inclusive Education, 20 (2016) 11, S.1123-1141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1155662
Schlagwörter	Inclusion; Educational Experience; Workshops; Interior Design; Student Centered Learning; Empathy; Architecture; Student Projects; Teaching Methods; Role Playing; Simulation; Student Attitudes; Access to Education; Undergraduate Students; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Inklusion; Bildungserfahrung; Lernwerkstatt; Schulung; Raumgestaltung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Empathie; Architektur; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Simulation program; Simulationsprogramm; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Türkei
Abstract	This paper explores the process and outcome of using learner-centred methods to develop students' empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on inclusive design awareness that architecture and interior design students participated, which applied various learner-centred methods. We discuss the process that incorporated project-based learning, role-playing/simulation and students' reflections and feedback on their experience. The workshop process, the student project experience and students' reflections on their learning indicate how multiple methods of learning engage students and enhance their empathic understanding so they can embrace differences and adopt a user-centred design approach. Based on the findings, we provide suggestions for similar educational events that can be applied in other disciplinary contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01