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Beyond ‘chalk and talk’: educator perspectives on design immersion programs for rural and regional schools

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Abstract

Twenty-first century education needs to be re-envisioned to equip citizens for a lifetime of rapid change and complexity. Design has been proposed as a pedagogical framework that develops the required foundational literacies, competencies and character qualities citizens need to thrive in this new creative knowledge economy. However, widespread adoption will require systemic transformation of practice, and recognition of the value of formal and informal ‘connected’ learning environments and experiences. This paper explores the potential of design immersion outreach efforts in fostering design capabilities and building educators’ pedagogical repertoires to support twenty-first century learning. It documents educators’ experiences of goDesign, the first three-day place-based travelling design immersion experience for regional and rural Australian high school students and teachers. Drawing on observational data, and in-depth interviews with participating principals (n = 3) and teachers (n = 14) from six regional schools, educators believed goDesign provided new ideas for their classroom practice. They felt it broadened horizons for both themselves and their students, through: personally inspiring experiences and career aspiration; engagement in design thinking process, skills and mindset; and providing a valuable opportunity for community building. As educators in regional and rural areas often experience geographical, social and professional isolation, this paper argues that place-based informal design immersion programs might be an innovative way to engage and educate both students and teachers with design, thus building the competencies required for successful twenty-first century futures.

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Fig. 1

Adapted from Education Queensland Region Map (State of Queensland 1999)

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Acknowledgements

The “goDesign Travelling Workshop Program for Regional Secondary Students” was funded by a 2009 Queensland University of Technology Engagement Innovation Grant. As Chief Investigator for this project, the first author would like to acknowledge the contribution of the members of the grant team Dr Kristine Jerome, Professor Jill Franz, Michael Berry, and research assistant Adam Wigg, as well as Andrew Scott, Associate Professor Phil Crowther and Les Hooper for their contribution to the workshop program content. Workshop facilitators Professor Jill Franz, Michael Berry, Tim Williams, Lindy Osborne and Rebekah Davis are also acknowledged. A big thank you to the wonderful students and teachers who so enthusiastically participated, and who were the catalysts for ongoing research in this important area.

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Authors and Affiliations

  1. School of Design, Creative Industries Faculty, Queensland University of Technology, 2 George Street, Brisbane, Australia

    Natalie Wright & Evonne Miller

  2. School of Civil Engineering and Built Environment, Science and Engineering Faculty, Queensland University of Technology, 2 George Street, Brisbane, Australia

    Les Dawes

  3. School of Architecture, Design and Planning, The University of Sydney, Sydney, Australia

    Cara Wrigley

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  1. Natalie Wright
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Correspondence to Natalie Wright.

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Table 5 Evidence of twenty-first century skills and design thinking process, skills and mindshifts.
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Wright, N., Miller, E., Dawes, L. et al. Beyond ‘chalk and talk’: educator perspectives on design immersion programs for rural and regional schools. Int J Technol Des Educ 30, 35–65 (2020). https://doi.org/10.1007/s10798-018-9487-7

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