Abstract:

In recent years, the foundations of design teaching and learning have been subject to revision and reinvention, particularly with respect to the way the discipline is introduced to students. Against that backdrop, the present study focuses on Portuguese Design Courses to identify the presence of Basic Design tradition, specifically concerning the Learning Outcomes (LO) stated in the syllabuses. Despite the changes occurred in the Higher Education system since the birth of the centenary Basic Design Course, it has continually affirmed itself worldwide as a Curricular Unit with distinctive characteristics. Basic Design is considered an introductory Curricular Unit to the Design principles, targeting the first-year undergraduates in Design. It applies experimental methodologies that promote creativity, using practical exercises and the free exploration of different materials and techniques; addresses programmatic contents that include the principles of 2D and 3D design, such as symmetry, formal coherence, modularity and standardization, and others attributed to the visual arts, such as the Gestalt laws; and aims at LOs such as the design of objects according to parameters that are more aesthetic than technical, more personal than specific from the discipline. Considering the inevitability of Basic Design evolution (im)posed by the technologic migration, such as the introduction of Virtual Reality in the classroom, a detailed map of the Portuguese Basic Design teaching and learning scenario may contribute to effective solutions.

Therefore, Curricular Units that carry on the Basic Design tradition were analyzed quantitatively according to the integration in:
(i) the public versus private sector;
(ii) the university versus polytechnic type;
(iii) general versus specialization of Design Course (i.e., the categories used by the Portuguese professional classification: Industrial, Product or Equipment Design - DPIE; Textile or Fashion Design - DTM; Interiors, Space or Environment Design - DIEA; Graphic, Communication and/or Multimedia Design - DGCM; and the General Design - DG, named by us). Complementarily, the theoretical model created by John Biggs (i.e., constructive alignment) for supporting the design of learning and teaching activities pointing the ILOs - Intended Learning Outcomes, was considered for analyzing the LOs. These were lexically categorized according to the levels of understanding in each content topic (i.e., high level versus low level) as defined by SOLO Taxonomy. Also, LOs were defined as being general versus specific from the discipline. Finally, a qualitative methodology, which required the use of MaxQDA software for content analysis was applied. A cross review of all topics allowed to conclude which LOs are used at public versus private institutions; plus, university versus polytechnic institutions; and which type of Design course requires them. The variety and multiplicity of scenarios identified in this study will allow, more than a general view of the LOs currently found at the Portuguese Design courses, the possibility to set up learning environments that better suit first-year students and helps them learn and perform each ILO. Specifically, it will inform the next phase of our research about the LOs that a VR-based tool can/should address.

Keywords:

Portuguese Design Education, Higher Education, Basic Design, Learning Outcomes, Virtual Reality.