Abstract:
WHILE DESIGN LECTURERS may feel confident in an educational context because of
their grounding in professional design practice, it is sometimes painfully obvious that not all
designers are good teachers. Perhaps more importantly, not all design practitioners are good
designers of a 'learning environment' .
New university lecturers at University of Technology, Sydney have an obligatory introduction
to teaching and learning through components of a graduate certificate in education.
However the majority of established design lecturers have not been exposed to the latest in
educational research nor to the importance of student-centred learning.
This paper illustrates three concepts gleaned from educational theory and research adapted
here as three useful diagrams for design lecturers to consider when designing learning environments.
It implies that in an increasingly audited environment this consideration may be
vital for continued credibility in a university context.
