It has been an incredible week in Las Vegas at the AIGA Design Conference: the Shape of Design. There were provocative sessions, discipline-driven symposia, and inspiring speakers.
The 2016 Conference brought together a diverse group of designers, artists, writers, strategists, inventors and other creative thinkers to explore and explain the role adaptation plays in shaping designers’ creative practice, culture, and selves.
“Adaptation is change with purpose. Writers wrestle with it. Artists embrace it. Designers craft it. Survival depends on it. In a time of unprecedented technological advancement, how we change (and what we change) has ever broader implications and meaning. Whether translating ideas from one medium to another, morphing old infrastructures into new platforms, or reinventing entire careers, adaptation is the choice between what becomes the future and what remains the past.”
The Design Educators Steering Committee facilitated a select design education program during the AIGA Design Conference “by educators, for educators.” The sessions were comprised of PechaKuchas presentations with additional workshops or lectures devoted to two of the PechaKucha topics.
Basma Hamdy and I were invited as one of ten PechaKucha speakers and one of two workshops proposals selected to present at the AIGA Conference. The PechaKucha talk introduced the audience to our Design Powers System developed and implemented in graphic design undergraduate classroom collaborations.
An increasing number of publications underscore the importance of collaboration as part of a new paradigm within corporate, organisational, and institutional contexts. This research explores the tendency for design students, as well as educators and practitioners, to identify with specific competencies and design roles. Building on the idea of the integrated whole and the Myers-Briggs Type indicator, a preliminary model for team-based collaboration was developed for an undergraduate learning environment: Design Competencies in Collaboration (DESCO) Model. This model and the Design Powers System can help guide team-building activities and skill-assessment in order to support diverse teams with complementary skillsets. The workshop demonstrated how the DESCO model can be utilized and provided testing materials to assist design educators in facilitating a collaborative, fun and productive learning environment in and outside classroom walls.
A big thank you to our students, colleagues, and family for all the support – we couldn’t have done it without you!