La investigación para el diseño y cómo enfrentar al Covid-19
Abstract
This project explores the field of research for design as one of the activities that graphic designers can train with the knowledge, skills and attitudes to help understand the new context and facilitate human activities in adapting to the new reality, new culture, new ways of doing things and new connections between objects and their meanings. Research must be learned with didactic strategies that bring students closer to the user and their context so that they acquire an updated and accurate vision of the evolution of society.
References
Airasian, P. W.; Walsh, M. E. (1997). Constructivist Cautions. En Phi Delta Kappan, Vol. 78.
Bennet, A. G. y Vulpinari, O. (Eds.) (2011). ICOGRADA Manifiesto de educación del diseño gráfico 2011. Italia: ICOGRADA.
Bruner, J. S. (1977). “Early social interaction and language acquisition”. In H. R. Schaffer (ed.) Studies in Mother-infant Interaction (pp. 271–289). London: Academic Press.
Burke, Lisa A. y Miller, Monica K. (1999). Taking the Mystery out of Intuitive Decision Making. En The Academy of Management
Executive (1993-2005), 13(4), 91-99. Consultado en http://www.jstor.org/stable/4165589 Abril 26, 2021.
Crossan, M. M., Lane, H. W. and White, R. E. (1999) An organizational learning framework: From intuition to institution. En Academy of Management Review, Vol 24, No. 3, pp 522-537. (13) (PDF) From Individual Learning to Organizational Learning. Available from: https://www.researchgate.net/publication/252380753_From_Individual_Learning_to_Organizational_Learning [accessed Apr 26 2021].
Dewey, John. (1916). Democracy and education, New York: Macmillan. Eisenhardt, Kathleen M., and Mark J. Zbaracki. “Strategic Decision Making.” En Strategic Management Journal, vol. 13, 1992, pp. 17–37. JSTOR, www.jstor.org/stable/2486364. Accessed 26 Apr. 2021.
Lupton, Ellen. (ed.). (2011a). Graphic design thinking: beyond brainstorming. New York: Princeton Architectural Press.
Lupton, Ellen. (2011b). Foreword. In Armstrong H. & Stojmirovic, Z. Participate designing with user-generated content. New York: Princeton Architectural Press.
Macías, Luis, Valdovinos, Salvador y Rogel, Erika. (2016). Educación para un diseño sostenible y por competencias. En Taller Servicio 24 horas, Año 11 / Num. 22 / Sept 2015-Feb 2016. México: UAM Azcapotzalco. Press, Mike y Rachel Cooper. El diseño como experiencia: El papel del diseño y los diseñadores en el siglo XXI. Barcelona: Gustavo Gili, 2007
Pritchard, Alan y Woollard, John (2010) Psychology for the classroom: constructivism and social learning. En Research Gate Consultado en https://www.researchgate.net/publication/313214018_Psychology_for_the_classroom_constructivism_and_social_learning
Shaughnessy, A. (2010). How to be a graphic designer without losing your soul. New York: Laurence King.
Shea, A. (2012). Designing for Social Change. Strategies for Community-Based Graphic Design. New York: Princeton Architectural Press.
Sinclair, Martha y Ashkanasy, Neal (2005) Intuition: Myth or a Decision-Making tool? En Management Learning. Septiembre 2005 Research Gate.
Stickdorn, Marc y Schneider, Jakob. (2012). This is service design thinking: Basic, tools, cases. New York: Princeton Architectural Press
Valdovinos, Salvador. (2016) “A Comparative Study of Research-for-design: Teaching and Learning in Two Undergraduate Graphic Design Programs in Canada and Mexico”. Tesis de doctorado, Universidad Concordia.
Valdovinos, Salvador y Rogel, Erika. (2021). El Diseño Gráfico en la Industria: Competencias para la nueva realidad, después del Covid-19. En LEGADO de Arquitectura y Diseño. No. 28, Julio-Diciembre 2020.
Vygotsky, Lev S. (1978). Mind in society: The Development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.) Cambridge, MA: Harvard University Press.
Los autores/as que publiquen en esta revista ceden los derechos de autor y de publicación a "Cuadernos del Centro de Estudios de Diseño y Comunicación", Aceptando el registro de su trabajo bajo una licencia de atribución de Creative Commons, que permite a terceros utilizar lo publicado siempre que de el crédito pertinente a los autores y a esta revista.