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Design Thinking for Full Scale Prototyping in Studio Based Learning

Oral Presentation Time: 1400-1500
Venue: Camomile Room, Lower Level II
Presenter(s)

– Professor Adam FINGRUT, Director, Master of Architecture Programme, School of Architecture, The Chinese University of Hong Kong

Abstract

Design thinking methods are critical for architecture students as they provide a framework for human-centered and iterative problem-solving. This approach encourages students to empathize with the users of their designs, define the problem, ideate potential solutions, create prototypes, and test their ideas in real-world settings. By adopting an iterative approach toward full-scale prototyping of built projects, architecture students can gain valuable experience developing sustainable designs that consider the most efficient use of materials. The importance of prototyping with advanced tools to architecture students cannot be overstated in the context of STEAM-based higher education in Hong Kong. Using contemporary tools has become an integral part of the design process, and students must be equipped with the skills and knowledge necessary to utilize them effectively. This project considers design thinking and STEAM-based methods as essentials for architecture students as they provide a framework for developing sustainable and efficient designs. It adopts a peer learning pedagogy that promotes collaboration, mutual support, and knowledge sharing among students, which can enhance their academic and personal growth.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement

Global Citizenship Education for a Better World in the ESL Classroom

Oral Presentation Time: 1600-1700
Venue: Camomile Room, Lower Level II
Presenter(s)

– Dr Cissy LI, Head, Language Centre, Hong Kong Baptist University

Abstract

Based on the UN’s 2030 Framework, global citizenship education (GCE) aims to develop learners’ knowledge, skills, attitudes, and values necessary to become active and responsible global citizens (Reimers et al., 2016). In order to become a successful global citizen, learners need to be aware of the interconnectedness of the world, respectful of diversity, reflective of personal and others’ behaviors and their impact, and committed to sustainability. More importantly, they need to be willing to take action to make changes for a better world. This presentation will report on the implementation and outcomes of part of the project Nurturing Global Citizenship through English (NGCE) using Kolb’s experiential learning framework. GCE guided learning in the ESL classroom was complemented with abundant GCE opportunities outside the classroom, including global dialogues, field trips and poster-exhibitions. Findings from questionnaire surveys and focus group interviews indicate that students had a heightened awareness of global citizenship and perceived improvements in cognitive, socio-emotional and behavioral competencies, which are the three core domains in GCE identified by UNESCO (2015). The positive outcomes highlight the benefits of integrating GCE into the English language curriculum and fostering diversity, inclusion, and international learning.

Theme: 2. Thematic Exploration

Sub-theme: Diversity and Inclusion Education