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Looking, Experimenting, Creating, Telling -- Testing a Pedagogical Model for Design Learning

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Title: Looking, Experimenting, Creating, Telling -- Testing a Pedagogical Model for Design Learning
Language: English
Authors: Kathryn McSweeney, Riikka Räisänen, Mari Kosunen, Päivi Fernström, Kaisa Hyrsky, Zoi Arvanitidou, Lorraine Portelli
Source: Design and Technology Education. 2025 30(1):102-128.
Availability: Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Secondary Education
Descriptors: Teaching Methods, Design, Workshops, Clothing, Creative Thinking, Sustainability, Outcomes of Education, Global Approach, Foreign Countries, Cultural Background, Adult Students, Preservice Teachers, College Students, Secondary School Students, Electronic Learning
Geographic Terms: Ireland, Finland, Malta
ISSN: 1360-1431
2040-8633
Abstract: This article shares the outcomes of international workshops focused on traditional costume construction and surface embellishment techniques and designs. These workshops were inspired by the findings of the Creative Europe TRACtion (Traditional Costume Innovation) project. The latter motivated students and adult learners in the Republic of Ireland, Finland, and Malta to develop creative, sustainable, and innovative responses to traditional textile artefacts. The Finnish Association of Design Learning (SuoMu) Design Learning Model was applied to support the development of creative thinking in the workshops. Additionally, teaching strategies developed by textile educators and craftspeople in each context complemented the SuoMu Design Learning Model, facilitating interactions between workshop ideas, materials and participants. The workshops aimed to foster design, creative thinking, sustainability, innovation, and a deeper appreciation of textile heritage. Participant feedback was analysed through thematic data analysis, and the visual outcomes were examined for indicators of creative thinking, such as fluidity, flexibility, elaboration, and uniqueness. The SuoMu model played a key role in guiding the design process and developing creative thinking skills. Sketching and brainstorming techniques sparked a wealth of ideas, while group activities and practical and experiential learning supported the ideation process. The workshops led to numerous fluent and flexible responses and ideas, many of which evolved into unique and innovative designs. Participants developed visual literacy skills and textile cultural empathy while achieving sustainability in material usage.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471348
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Looking, Experimenting, Creating, Telling -- Testing a Pedagogical Model for Design Learning
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  Data: Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation
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  Data: This article shares the outcomes of international workshops focused on traditional costume construction and surface embellishment techniques and designs. These workshops were inspired by the findings of the Creative Europe TRACtion (Traditional Costume Innovation) project. The latter motivated students and adult learners in the Republic of Ireland, Finland, and Malta to develop creative, sustainable, and innovative responses to traditional textile artefacts. The Finnish Association of Design Learning (SuoMu) Design Learning Model was applied to support the development of creative thinking in the workshops. Additionally, teaching strategies developed by textile educators and craftspeople in each context complemented the SuoMu Design Learning Model, facilitating interactions between workshop ideas, materials and participants. The workshops aimed to foster design, creative thinking, sustainability, innovation, and a deeper appreciation of textile heritage. Participant feedback was analysed through thematic data analysis, and the visual outcomes were examined for indicators of creative thinking, such as fluidity, flexibility, elaboration, and uniqueness. The SuoMu model played a key role in guiding the design process and developing creative thinking skills. Sketching and brainstorming techniques sparked a wealth of ideas, while group activities and practical and experiential learning supported the ideation process. The workshops led to numerous fluent and flexible responses and ideas, many of which evolved into unique and innovative designs. Participants developed visual literacy skills and textile cultural empathy while achieving sustainability in material usage.
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    Languages:
      – Text: English
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        PageCount: 27
        StartPage: 102
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Clothing
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      – SubjectFull: Creative Thinking
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      – SubjectFull: Sustainability
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Global Approach
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Cultural Background
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      – SubjectFull: Adult Students
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      – SubjectFull: Ireland
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      – SubjectFull: Malta
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      – TitleFull: Looking, Experimenting, Creating, Telling -- Testing a Pedagogical Model for Design Learning
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