Delft University of Technology Poles Apart Discerning and opportunistic mind-sets in design learning

228 Pages·2017·9.75 MB·English

Delft University of Technology

Poles Apart
Discerning and opportunistic mind-sets in design learning
Hamat, Basyarah
DOI
10.4233/uuid:bc10b093-aa3c-435f-9b1b-563cffd3c571
Publication date
2018
Document Version
Final published version
Citation (APA)
Hamat, B. (2018). Poles Apart: Discerning and opportunistic mind-sets in design learning.
https://doi.org/10.4233/uuid:bc10b093-aa3c-435f-9b1b-563cffd3c571
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ter verkrijging van de graad van doctor
aan de Technische Universiteit Delft,
op gezag van de Rector Magnificus Prof.dr.ir. T.H.J.J. van der Hagen;
voorzitter van het College voor Promoties,
in het openbaar te verdedigen op
donderdag 25 januari 2018 om 12:30 uur

door

Basyarah Binti HAMAT

Master of Design in Digital Media,
Universiteit van Adelaide, Australië,
geboren te Singapore
This dissertation has been approved by the
promotors: Prof. dr. P.G Badke-Schaub and Prof. dr. J.P.L. Schoormans
copromotor: Dr.B. Eisenbart
Composition of the doctoral committee :
Rector Magnificus Chairman
Prof. dr. P.G. Badke-Schaub Delft University of Technology
Prof. dr. J.P.L. Schoormans Delft University of Technology
Dr. B. Eisenbart Delft University of Technology
Independent members :
Prof. ir. D.J. van Eijk Delft University of Technology
Prof.dr. W.F. Admiral Leiden University
Assoc. Prof. C. McMahon Technical University of Denmark
Dr.ir. R. Cavallo Delft University of Technology
This research was funded by the Ministry of Higher Education, Malaysia and
Universiti Teknologi Malaysia, Malaysia.
ISBN/EAN: 978-94-6186-882-4
Cover design: Mohamed Shahril Mohamed Faisal

“Of learning designers, in face of frustrations,
When delving into wicked and complex situations,
Their young minds embedded with misconceptions,
Requiring correcting and sometimes rejections.
Though some are not, ever unyielding,
Are open to reflecting and intuitive sense making,
Others remain fixated, concealed from insights,
Focussing only on what the teacher highlights.
Alas, what steers these minds, in the right direction,
Remains elusive and calls for investigation,
To augment our understanding, of design learning,
So we can provide guidance and supportive nurturing.
Thus, with grounded coding and standard deviations,
To factor analyses and correlations,
Mind-sets transpire as a gentle reminder
To enlighten and cultivate well-rounded designers.”
‘ June 2016