Constitutive and regulating modes of learning in creative design education

Abstract

The main aim of this research to analyse the learning process in order to recognize the characteristics currently associated with creating and/or creative students profiles. This paper focuses not much on the psychology of individuals as on the learning process as an intersubjective network of social relations. The theoretical framework considers holistic judgement and arithmetic assessment as evaluation modes and the relevance of fiction within the learning process. With these referents we have developed a polarized parametric system as a framework for mapping learning practices and teaching strategies. On one side we consider the actions related to the constitution of new spheres of creativity. On the other, we discuss regulation sets that allow the creation of design projects. This analytical tool is a guide for actively involved observation, we have tested the theoretical model and the parametric system within a series of project oriented courses in the Design Degree. As a result, the learning process in design happens to be a mode of learning rather than a learning style. We developed a communicating vessels model explaining unfeasible contradictions in the assignment of marks as the result of an experience based device to adapt assessment to both learners and design diversity.