Module: Design Learning

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Design Learning
Module Code	EDS1002 (ITS: DT08003)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

This module acknowledges the dual role of design as a technological activity and pedagogy. The module aligns learning theories with critical perspectives on design to form a coherent treatment of design in the post-primary technology education context. The module will explore perspectives on design from scholars such as Simon, Schön and Cross and in particular will focus on the characteristics of design, reflection-in- action and designerly ways of knowing. Coupled with the goals of technological education, the history of technology, and framed through Mitcham’s typology (technology as objects, activity, knowledge and volition), the module positions designerly activity within a construct of designing as learning. Design process models will be explored and utilised to reach design resolutions, while also capturing the associated learning opportunities. An introduction to design movements, houses and design leaders will form the focus of the lecture series. Graphic studios will focus on design briefs and specifications to develop design models and processes.

Learning Outcomes

1. Explore design task/activities as they support the development of technological capability through conceptual, goal orientated and thematic challenges
2. Delineate design processes (iterative, cyclical, conceptual) as they manifest in technological education contexts
3. Demonstrate the stages and functions of design as they manifest in specific context so as to reflect the deign journey towards problem resolution
4. Use graphicacy and modelling knowledge and skills to produce a design resolution, communicated through a design portfolio
5. Investigate schools of design and incorporate their key features and philosophies in design synthesis activities
6. Appreciate the importance of designerly activity in meeting societal challenges and reflect on design solutions from the perspectives of what can be and what should be designed/created.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Tutorial	24	Tutorial in flat classroom
Laboratory	24	Practical in Studio
Independent Study	77	Independent learning
Total Workload: 125

Section Breakdown
CRN	10008	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Paul Grimes	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Design synthesis 1: Students will create the first of two portfolios which involve interrogating a design school to understand its design philosophy, functionality and aesthetic and applying this knowledge to the re-imagining on an unrelated artefact to demonstrate design synthesis. These portfolios will be used as mediums to demonstrate an understanding of design processes, inclusive of stages and functions of designerly activity and reflection on ethical design.	30%	n/a
Assignment	Design synthesis 2: Students will create the second of two portfolios as described above.	70%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Syllabus
Theory of design. Design movements and influences, design houses and case studies. Problem-solving. Iterative, cyclical and goal orientated design approaches. Interpreting the brief, persona development, inspirations and influences, design specifications and parameter defining, design development, production and technical considerations (e.g. manufacturability), communication of design, presentation of solution/innovation. Stages and functions of design.

Missing??

Indicative Reading List

Books:

Lyon, P.,: 2011, Design Education. Gower Publishing, Ltd.. ISBN 056609245X ISBN-13 9780566092459,
Norman, E., Baynes, K.: 2017, DESIGN EPISTEMOLOGY AND CURRICULUM PLANNING.. ISBN 1909671150 ISBN-13 9781909671157,
McDonald, J.K., West, R.E.: 2021, Design for Learning: Principles, Processes, and Praxis. 1st Edition. EdTech Books.,
Portnoy, L.,: 2019, Designed to Learn. ISBN 141662824X ISBN-13 9781416628248,
Carney, P.,: 2021, DRAWING TO LEARN ANYTHING. ISBN 190967124X ISBN-13 9781909671249,
de Vries, J.,: 2017, Handbook of Technology Education. Springer. ISBN 331944686X ISBN-13 9783319446868,
de Vries, J.,: 2006, Teaching about Technology. Springer Science & Business Media. ISBN 9781402034107 ISBN-13 1402034105,
Kuhn, S.,: 1996, The Structure of Scientific Revolutions. ISBN 0226458083 ISBN-13 9780226458083,

Articles:
None

Other Resources

Journal: International Journal of Technology and Design Education (ISSN: 1573-1804),
Journal: Design and Technology Education: An International Journal (ISSN: 1360-1431),
Journal: Design Studies: An Interdisciplinary Journal of Design Research (ISSN: 0142-694X),
Journal: The Design Journal: An International Journal for All Aspects of Design (ISSN: 1460-6925),