About this paper

Appears in:
Pages: 4239-4247
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1125

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

LEARNING PROCESS IN INDUSTRIAL DESIGN, ANALYSIS OF THE LEARNING WAYS IN INDUSTRIAL DESIGN STUDENTS

L. Pinchao Díaz

Universidad Nacional de Colombia (COLOMBIA)
Learning process in industrial design it is imprinted profoundly by the design process, hindering the distinction between projectual sequence and the teaching of the discipline. It is often assumed that during their formation the methodological application within the design process ensures good designers; Considering the ability to adapt to design methodology as the only path that promises good students and good results. The design process is developed in a projective way, including a number of steps that are expected to be followed in an orderly and responsible manner by all students, however the ways of learning that they adopt maintain an intrinsic relationship with their personality, making each one respond in a different way through their own learning processes looking for their greater performance within the academy. Are these ways of learning known in design teaching as autonomous work methodologies?, are these methodologies considered valid?

The analysis of learning styles has allowed to identify different types of personalities and ways of doing things in the learning process, for this reason it is considered important to analyze how industrial design students learn, knowing the factors that influence their selection and practice; it is also necessary to recognize what factors make them transform and what relationship exists between these practices and their academic satisfaction (grades and average) and personal (emotions). The present research analyzes the ELT (Experiential Learning Theory) model (Kolb, 1984) as a reference for the case study, which defines styles inscribed within a learning cycle that are adopted by the learner according to situation; The research will also study the reinterpretations after the ELT model.

For the case study 10% of the population of industrial design students of the National University of Colombia, Palmira Campus (n = 30, 15 women and 15 men) were taken into account, who responded according to their experience and characteristics to design problems, and 10 interviews (n = 10) that allowed to study more closely the personality, ways of learning and characteristics presented by students according to their style of learning.
@InProceedings{PINCHAODIAZ2017LEA,
author = {Pinchao D{\'{i}}az, L.},
title = {LEARNING PROCESS IN INDUSTRIAL DESIGN, ANALYSIS OF THE LEARNING WAYS IN INDUSTRIAL DESIGN STUDENTS},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1125},
url = {http://dx.doi.org/10.21125/iceri.2017.1125},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {4239-4247}}
TY - CONF
AU - L. Pinchao Díaz
TI - LEARNING PROCESS IN INDUSTRIAL DESIGN, ANALYSIS OF THE LEARNING WAYS IN INDUSTRIAL DESIGN STUDENTS
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1125
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 4239
EP - 4247
ER -
L. Pinchao Díaz (2017) LEARNING PROCESS IN INDUSTRIAL DESIGN, ANALYSIS OF THE LEARNING WAYS IN INDUSTRIAL DESIGN STUDENTS, ICERI2017 Proceedings, pp. 4239-4247.
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