Abstract:

Introduction:
The research concerns primarily pedagogy and design methodology, focusing on how we evaluate artistic work processes and projects and on how we can develop the preconditions for cross-disciplinary work. The training concept treated here has been applied during several years of teaching, initially by its creator Henriette Koblanck, a Swedish researcher and professional, retired full professor, and then in the “DesignProgrammet”, founded by her, at the Kalmar University now LNU University in Kalmar, Sweden where she called to collaborate with her several professionals and among them the Italian designer Monica Moro researcher and teacher in the colour and shape field. Treated here are those specific tools that make use of the ability of reflection in the design process part of the “Work Book”.

Background:
From the twenty-first century’s beginning, a big debate is constantly unfolding on how to teach the design subject, which is suspended somewhere between the world of art and that of technology. Our outlook on design, designers and products is changing. In fact, we are interacting with a productive scenario rapidly developing where, besides traditional industry, the event of a whole world of self-made and self-promoted objects has emerged with the following phenomenon of selling and buying through the web. Beneficial is also to note that the debate on design and design education originates from a cultural and philosophical distinction that tends to separate the field of technological and scientific subjects from the one of artistic concern. What is art, what is science, what is knowledge, what is skill? and how can you teach students to develop it or use it and understand it; these are some of the questions related to this main issue.

Methodology:
If we look to the Greek term Phronesis, which is generally translated as wisdom or mindfulness and could be interpreted as the quality to be able to put together rational thinking in relation to a certain kind of knowledge, we are not simply considering the ability to decide how to achieve a certain end, but also the ability to reflect and decide what the end should be. The Work Book method is based just on these premises, especially on the reflection mode, both alone and interacting with various individuals. It is carried out through a set of matrixes based on the Bologna declaration. The idea is that the Work Book should become both inspirational and personal and a ideal support for rational and technical thinking. It shouldn’t only relate to an arbitrary private world but require a balanced dialogue between teachers and students, or between designers and stakeholders.
The aim is to put the students in condition to see their own learning process and to develop their capacity for critical thinking about their own work, laying the foundations for an opening toward a more innovative thinking.

Conclusion:
The Work Book is a method thought both for teachers and students that helps us “to see the differences and similarities over the years – a sort of quality assurance”. It is thought to bring about possible changes during the process, or of the final product, a support for connecting to the valuation skills and also bringing about economical discussions. During years of application there are very positive results and most of the students are still using the method.

Keywords:

Learning, design, Bologna declaration, student assessment, student evaluation, self-assessment, quality.