Learning beyond borders: Pioneering interdisciplinary learning and teaching approaches to promote socially responsible design practices

Roger Bateman, Claire Craig, Eve Stirling & Glyn Hawley

Parallel session 2, Short paper 2.9

Listen to the presentation (opens in new window)

Short Abstract
Social design is the use of the design process to bring about social change. In this session, staff and students share their experiences of participating in a pioneering interdisciplinary approach to social design at Sheffield Hallam University. Key learning will be highlighted including: how can learning and teaching practices be socially situated, what makes a holistic learning and teaching experience and what happens when learning and teaching moves beyond the classroom to bring transformation to real world issues.

Back to event programme

Detailed Outline
Social design highlights design-based practices towards collective and social ends rather than predominantly commercial or consumer-orientated objectives. This session describes the key learning that arose from the implementation of a pioneering approach to the teaching of social design practice in the MA Design Programme (Graphics, Product, Interiors, Jewellery & Metalwork, Packaging, Illustration & Fashion) at Sheffield Hallam University. Staff reflections on the process of crafting the learning experience will be situated alongside the student voice of how it felt to participate in the module and to work alongside people in real-world scenarios.
Taking the conference themes of valuing informal learning spaces and designing learning experiences holistically the session particularly highlights the value of situating learning beyond the classroom in real-world contexts. Holism here relates to the recognition that learning is socially situated, that it draws on the individual strengths and resources the student brings and that by involving practitioners from different specialisms learning has the potential to bring about real-world transformation and change beyond the boundaries of the subject discipline.