New Constructivist Learning for Design Education
Its Implication and Interpretation for Web-based Design Learning
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The Digital technology makes it possible to realize new forms of education for the postmodern world, which are characterized as connection, heterogeneity, flexibility and morphogenesis. However, the Web and multimedia technologies are merely information resources and tools, unless we provide meaningful learning content and context. The idea of intertextualizing new design learning with the Internet is important to integrate useful knowledge in ways that are suited to the design learning and its activities. The purposes of this study are to reconstruct design education with a new epistemologica...
The Digital technology makes it possible to realize new forms of education for the postmodern world, which are characterized as connection, heterogeneity, flexibility and morphogenesis. However, the Web and multimedia technologies are merely information resources and tools, unless we provide meaningful learning content and context. The idea of intertextualizing new design learning with the Internet is important to integrate useful knowledge in ways that are suited to the design learning and its activities. The purposes of this study are to reconstruct design education with a new epistemological approach, and to develop a constructivist learning theory for Web-based Design Learning (WBDL). The research processes of the study are: to identify constructivist epistemology, and to investigate constructivist learning theories through literature review; to build a conceptual framework for constructivist design learning; to develop WBDL models as knowledge construction tool, and to applythem in design education; to analyze the effectiveness of WBDL with a case study; and to present guidelines for applying the constructivist learning theory to design education for the future study.
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