Design competence in ICT education
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https://hdl.handle.net/10642/1642Utgivelsesdato
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Originalversjon
Gulden, T., Sandnes, F.E. & Habib, L. (2012). Design competence in ICT education. I B. Lyndon (Red.), Design education for future wellbeing: proceedings of the 14th International Conference on Engineering and Product Design Education (s. 419-424 ). Glasgow: The Design SocietySammendrag
The new discrimination law in Norway
requires
new product
s
and environments
to be
developed in
such a way that
they can be used by
as many
people
as possible.
In response to this legisl
ation
the
applied information t
echnology curriculum at Oslo and Akershus University College of Applied
Sciences
has been adjusted to incorporate
universal design
(U
D
).
This
curriculum
is the
basis for
this
case study
which
addresses
the possible effects the role of design might have if
included as a study
module in
a technically
-
oriented
bachelor program.
The empirical data
discussed in this
case
study
have been gathered from three types of sources:
final year bachelor project
reports
,
focus group
interviews
and
a
question
naire
.
The stud
y indicates that there is a growing awareness among students
and educators at the
College that
knowledge engendered from working with design processes can
influence the outcome of information technology projects to become more innovative, contextual,
conce
ptual and holistic.
The study
suggests
that
making
design
an inherent part of
the curriculum
enables students to create and evaluate a variety of
information and communication technology (
ICT
)
concepts targeting
the
general public.
Although the students co
nsider themselves as a link between
engineers and interface designers, their
written work
shows relatively little focus on the enabling
dimension of usability in universal design, which
indicates that
the
y lack
universal
design compete
nce
.
Among the
main i
mplications of the study
is the need to modify the required learning outcomes of an
information technology curriculum so as to include theoretical knowledge and practical competence
related to universal design.