Category Archives: Teaching

Creative Designers, A Needed Oxymoron

The final project of my undergraduate creativity and design class is a quite vague and broad assignment. Students are asked to create something (we call it “Personal Creativity Manifesto”) to show how creative they have become but also how their creative

Creative Designers, A Needed Oxymoron

The final project of my undergraduate creativity and design class is a quite vague and broad assignment. Students are asked to create something (we call it “Personal Creativity Manifesto”) to show how creative they have become but also how their creative

Culture Matters in Design Education

Increasingly, designers are investing a greater effort to get familiar with their intended-users by learning their needs and motivations. This understanding helps designers make more informed decisions, and consequently create solutions more directly targeted to specific and real user needs. Although

Culture Matters in Design Education

Increasingly, designers are investing a greater effort to get familiar with their intended-users by learning their needs and motivations. This understanding helps designers make more informed decisions, and consequently create solutions more directly targeted to specific and real user needs. Although

Design Thinking for Art & Design Educators

Last week I was pleased to go all the way to Soria in Spain to teach a three-day workshop on design thinking and team dynamics to the educators of Escuela de Arte y Superior de Design (EASD – Art & Design School). Soria

Design Thinking for Art & Design Educators

Last week I was pleased to go all the way to Soria in Spain to teach a three-day workshop on design thinking and team dynamics to the educators of Escuela de Arte y Superior de Design (EASD – Art & Design School). Soria

The Missing “Why”

Either if you are an experienced designer (e.g. have been working in practice for over 15 years) or if you have just graduated, you most likely make design decisions largely based on either your intuition (“I just know”), your experience

The Missing “Why”

Either if you are an experienced designer (e.g. have been working in practice for over 15 years) or if you have just graduated, you most likely make design decisions largely based on either your intuition (“I just know”), your experience

How to make a grilled cheese sandwich

What do a grilled cheese sandwich and information design have in common?  Both are activities that involve the practice of organising information (or ingredients!), simplifying complexity and, also very important, having fun! “How to make a grilled cheese sandwich” is

How to make a grilled cheese sandwich

What do a grilled cheese sandwich and information design have in common?  Both are activities that involve the practice of organising information (or ingredients!), simplifying complexity and, also very important, having fun! “How to make a grilled cheese sandwich” is

Design Education 3.0: the unknown unknowns

The three short-films ‘Teaching Teaching & Understanding Understanding’ reflect the changes that higher education and, thus, educators have been going through in the last 30 years to better equip students to successfully deal with real-life problems. A couple of years ago in a

Design Education 3.0: the unknown unknowns

The three short-films ‘Teaching Teaching & Understanding Understanding’ reflect the changes that higher education and, thus, educators have been going through in the last 30 years to better equip students to successfully deal with real-life problems. A couple of years ago in a

A (more) complete picture of Design

In the last 15 years, design education has dramatically changed. Generally speaking, at the beginning of 2000s, design education was pretty much the job of art and design schools, and mostly had a learning-by-doing approach, involving hands-on studio-based assignments. It was

A (more) complete picture of Design

In the last 15 years, design education has dramatically changed. Generally speaking, at the beginning of 2000s, design education was pretty much the job of art and design schools, and mostly had a learning-by-doing approach, involving hands-on studio-based assignments. It was