The instructional model framework of undergraduate industrial design core course

Wenzhi Chen*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Design is a powerful weapon for companies, and it is important to educate excellent designers for industry. The purpose of this study was to explore instructional design and to develop an instructional model for undergraduate industrial design core (studio) courses. The study was divided into two phases. First, 18 instructors were interviewed to collect qualitative data to formulate a framework of the instructional model. Then, a survey was conducted with a questionnaire designed according the framework and references to collect quantitative data to verify the model. The questionnaire was sent to 245 industrial design instructors, and 105 were returned. Finally, an instruction model for industrial design core course was formulated. The information provided in this study can deepen the understanding of instructional planning and provide a reference for teaching in design education.

Original languageEnglish
Title of host publicationHCI International 2015 - Posters Extended Abstracts - International Conference, HCI International 2015, Proceedings
EditorsConstantine Stephanidis
PublisherSpringer Verlag
Pages230-234
Number of pages5
ISBN (Print)9783319213828
DOIs
StatePublished - 2015
Event17th International Conference on Human-Computer Interaction, HCI International 2015 - Los Angeles, United States
Duration: 02 08 201507 08 2015

Publication series

NameCommunications in Computer and Information Science
Volume529
ISSN (Print)1865-0929

Conference

Conference17th International Conference on Human-Computer Interaction, HCI International 2015
Country/TerritoryUnited States
CityLos Angeles
Period02/08/1507/08/15

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2015.

Keywords

  • Design education
  • Industrial design
  • Instruction model
  • Teaching problems

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