Learning in design is a phenomenon observed in design practice. Yet there is no comprehensive model or theory that explains the phenomenon and hence serves as a basis upon which a shared understanding can be evolved. This paper describes the development and evolution of a novel model of learning in design, LinD, which seeks to address the need for such a model. The model features formalisms for describing the cognitive activities of design and learning and three links that explain the interactions between these activities: the epistemic, teleological and temporal.
CITATION STYLE
Sim, S. K., & Duffy, A. H. B. (2004). Evolving a model of learning in design. Research in Engineering Design, 15(1), 40–61. https://doi.org/10.1007/s00163-003-0044-2
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