Linking Classroom and Community: A Theoretical Alignment of Service Learning and a Human-Centered Design Methodology in Contemporary Communication Design Education

Autor/inn/en	Bowie, Anneli; Cassim, Fatima
Titel	Linking Classroom and Community: A Theoretical Alignment of Service Learning and a Human-Centered Design Methodology in Contemporary Communication Design Education
Quelle	In: Education as Change, 20 (2016) 1, S.126-148 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
DOI	10.17159/1947-9417/2016/556
Schlagwörter	Service Learning; Social Responsibility; Higher Education; Design; Teaching Methods; Community Involvement; Educational Philosophy; School Community Relationship; Experiential Learning; Foreign Countries; College Students; South Africa + Suchen Sie Ihr Suchwort? Service-Learning; Soziale Verantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Collegestudent; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The 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. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01