Linking classroom and community : a theoretical alignment of service learning and a human-centered design methodology in contemporary communication design education

dc.contributor.authorBowie, Anneli
dc.contributor.authorCassim, Fatima
dc.date.accessioned2016-08-16T10:03:39Z
dc.date.available2016-08-16T10:03:39Z
dc.date.issued2016
dc.description.abstractThe current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the community, but is challenging to manage successfully. From a design education perspective, it is interesting to note that contemporary design practice emphasises a similar approach known as a human-centered design, where users are considered and included throughout the design process. In considering both service learning and human-centered design as foundations for design pedagogy, various philosophical and methodological similarities are evident. The paper explores the relationship between a service learning community engagement approach and a human-centered design approach in contemporary communication design education. To this end, each approach is considered individually after which a joint frame of reference is presented. Butin’s service learning typology, namely the four Rs – respect, reciprocity, relevance and reflection – serves as a point of departure for the joint frame of reference. Lastly, the potential value and relevance of a combined understanding of service learning and human-centered design is considered.en_ZA
dc.description.departmentVisual Artsen_ZA
dc.description.librarianhb2016en_ZA
dc.description.urihttp://www.educationaschange.co.zaen_ZA
dc.identifier.citationBowie, A & Cassim F 2016, 'Linking classroom and community : a theoretical alignment of service learning and a human-centered design methodology in contemporary communication design education', Education as Change, vol. 20, no. 1, pp. 126-148.en_ZA
dc.identifier.issn1682-3206 (print)
dc.identifier.issn1947-9417 (online)
dc.identifier.other10.17159/1947-9417/2016/556
dc.identifier.urihttp://hdl.handle.net/2263/56354
dc.language.isoenen_ZA
dc.publisherCentre for Education Rights and Transformationen_ZA
dc.rights(c) 2016 Anneli Bowie. This article is published under a Creative Commons licence: CC BY NC ND.en_ZA
dc.subjectDesign educationen_ZA
dc.subjectHuman-centered designen_ZA
dc.subjectService learningen_ZA
dc.subjectCurricular community engagementen_ZA
dc.subjectExperiential learningen_ZA
dc.titleLinking classroom and community : a theoretical alignment of service learning and a human-centered design methodology in contemporary communication design educationen_ZA
dc.typeArticleen_ZA

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