ABSTRACT
The impact of the COVID-19 pandemic on Higher Education has been considerable, none more so for practical/vocational subjects such as Product Design. However, consider being deaf/hard-of-hearing (D/HOH) whilst being forced to study predominantly online, with reduced practical in-person teaching opportunities, being socially distanced, and having to contend with face coverings limiting your ability to hear and lip read. The everyday challenges for D/HOH students in higher education is constantly demanding, but the global pandemic exacerbated this, presenting significant educational challenges. This paper presents a case study focused on the 2020/21 academic year whereby we examine the challenges and successes of supporting a product design student with Auditory Neuropathy Spectrum Disorder (ANSD) and permanent bilateral severe-profound hearing loss. The scope of this paper presents the learner arrangements for their product design education and highlights methods of managing the blended learning/teaching environment in combination with the use of British Sign Language (BSL) interpreters, electronic/handwritten notetakers and accompanying technologies. Numerous challenges were presented ranging from, managing rapidly developing online learning tools, adapting personal protective equipment to facilitate lip reading, managing multiple recording technologies to facilitate captioning/transcription, amongst others. The perspectives of the learner are presented, with reflections on how different session types, timetabling, delivery methods, etc., affected their day-to-day learning. Recommendations are made for improved collaboration with student support staff (i.e., BSL interpreters and electronic/handwritten note takers) and the need to implement digital technologies to facilitate the optimal blended learning and socially distanced teaching environment. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
ABSTRACT
2020/21 has been a challenging experience across Higher Education. Within the Product Design Department at NTU, these challenges have created opportunities to expand teaching methods and explore innovative alternatives. Utilizing these challenges to adapt to an online environment this paper provides an early adopter route into digital ideation training, whilst providing a clear roadmap to a future Blended Learning approach. Collaborative ideation is key to facilitating peer learning amongst 1st year design students, allowing them to build key Designer skills whilst fostering an environment of inclusivity and creativity. This is a recurrent challenge when transitioning to Higher Education, with the effect of COVID-19 only amplifying this. In 2021, many 1st year students had been out of education for 6 months before beginning University, rendering the challenge even greater. In response to the challenge, this paper proposes a new approach to collaboration, actively using the flexibility of online workspaces to create a new ideation paradigm. Using the fundamental principles of Lotus Blossom Ideation approximately 100 students participated in High Intensity Ideation Training (HIIT) using Miro, an Online Visual Collaboration Platform. This paper postulates that implementing this method online is not only highly successful but presents potential for more collaborative and creative rapid ideation. The method provides students with a range of creative tools, enhancing strength of communication, whilst removing some existing barriers to learning. Recommendations can be made for improved implementation of sessions and the paper provides and outline template for anyone wishing to adopt the process. © PDE 2021.