استكشف المجموعة الواسعة من العناوين المتاحة.

This research is a qualitative interview study of students' experiences of design-based learning (DBL). The study's objective is to uncover the value of DBL as an educational approach in higher education (HE) by exploring students' interest in design, lessons they learn, design's connections to their education, and their aspirations. The study is comprised of 15 research participants from six programs, mainly at the undergraduate level. Research methods included semi-structured interviews for data collection, constant comparison analysis for data analysis, and visual mapping as methods for inquiry and representations. Three themes represent the findings of the study. They are Past Influences, Present Reflections, and Imagining Futures with Design. The findings answer the research questions and show how students' past schooling influences their interest in design in HE, how students interpret lessons they learn from DBL, and how design connects to their future aspirations. In addition, the study presents two contributions to new knowledge. The first shows the various features of what constitutes DBL in HE from students' perspectives and experiences of DBL. The second contribution is an educational framework for DBL integration across HE curricula. The study has practical implications for educators and curriculum developers in HE. In addition, the research inspires diverse areas for further study. Finally, the study presents concluding thoughts on the opportunities and challenges for advancing DBL as an educational approach in a post-pandemic world.

Advancement of an idea includes the problematization of it.[...]many of the contributions in this special issue question the underlying concepts by which creativity is understood.The questions they raise leave us wondering: \"... as products of a performative educational system and as teachers within a performative educational system, were we creative enough to face the challenges that would come?\" Working with a child with autism, Evrard and Bolduc (this issue) detail their use of music and song to help improve their participant's verbal and non-verbal social interactions and abilities.[...]a nation without a vibrant creative labor force of artists, writers, designers, scriptwriters, playwrights, painters, musicians, film producers, directors, actors, dancers, choreographers, not to mention engineers, scientists, researchers and intellectuals, does not possess the knowledge base to succeed in the Information Economy (p. 15).Because schools are public institutions, he argues, students have a legal right to enjoy the creative agencies, autonomies, and pursuits that are afforded anyone who works in a publicly funded institution.

This article shares the processes of five emerging researchers as they trace their journeys in becoming researchers and examine their identities through the qualitative, arts-informed method of “commonplace book” creation. It positions commonplace books as “living document” that explore the ongoing processes of identity development we experience as novice scholars in the field of education. Using this article, we extend our artistic processes, inviting readers to join the conversation and reflect on why and how they engage in academic work, as well as the potential this method has for reflection, meaning-making and dissemination. We highlight the use of commonplace books as an arts-informed reflective method and a valuable performance in the journey of becoming/being academic researchers.