Abstract:

Can a tool promote creativity, encourage self-reflection, combine playful elements with active learning and at the same time represent a form of knowledge assessment in a university course? In this paper I want to present a tool that has been developed and successfully used for the reflection and assessment phase of a course in the design field concerning research methods.

One of the key characteristics of science is communication within the academic community. The intellectual exchange takes place orally (at conferences) or in writing (in articles or books). Very often, theoretical foundations or methodological problems of the respective subjects are also discussed, something that is often difficult for students to understand and whose importance they are not fully aware of.

This is also the case in the field of design. Siegfried Maser has described the science cycle in design. Within the cycle, planning in design is described as "post-theory" and "pre-practice". New questions arise from design practice that require to be theoretically discussed. Nevertheless, many design students do not really recognize that their own practical work is based on theoretical assumptions.

So, how can design students be convinced of the importance of research, theory and methods? Of course, lectures on scientific work are an important part in academic education, but sometimes they show little effect.

Starting from these observations, I was looking for a tool that gives students the creative freedom to implement what they have learnt. When using the tool, a process of reflection on the necessity of scientific methods and theories for one's own creative work should also be set in motion.
At the same time, from the teacher's point of view, this tool should be an instrument for determining learning progress and an indicator of successful knowledge transfer.

A meta-study which, based on over 225 studies, carried out by Freeman et al., showed that active teaching-learning methods have a positive effect – at least on examination results. Active learning is characterized, among other things, by the participation of students in their own learning process in the form of activities and support by their teachers. The results of this study, but also experience with ScienceSlams and Elevator Pitches were the starting point for the development of a new tool – “DesignResearchSlam”.

The "DesignResearchSlam" can be used to demonstrate how engaging with and analysing research strategies and tools as well as applying citation rules and academic standards can stimulate and successfully implement self-directed and active learning.

Implementing "DesignResearchSlam" in the classroom allows design students not only to use their creative skills to creatively explore and reflect on their knowledge of research tools and methods, but also to present different research methods. To present the methods and theories of scientific work in a playful and creative way, knowledge is required. To prepare the content and incorporate obstacles and challenges into the presentation in a funny and creative way is only possible after intensive research and reflection. The paper will present the genesis of this tool and highlight the opportunities and risks.

Keywords:

Active Learning, scientific work, student motivation, ResearchSlam.