Subject-Oriented Design Learning – An interdisciplinary learning model for Design education in design-oriented learning environments

Design education faces theoretical and didactical challenges: on the one hand, potential usable learning models often only consider individual aspects of human learning processes, resulting in a narrow focus on specific aspects (e.g., focusing only on learning haptic skills without reflecting on the underlying process knowledge). On the other hand, this narrow focus results in inadequate didactical concepts of design-oriented learning environments. As a result, the Design education provided therein falls short in its didactic quality (e.g., no co-creative design work). This paper addresses these challenges and introduces the interdisciplinary learning model of Subject-Oriented Design Learning (SODL). SODL combines elements from subject-oriented learning theory of adult education, the design science research method of information systems science, and the SECI model of knowledge management to explain human (design) learning. The model defines human learning in design-oriented learning environments (e.g., FabLabs) as the conversion of tacit and explicit knowledge through co-creative artifact design in iterative learning loops. The presented learning process comprises six iterative steps. With reference to the respective theoretical traditions outlined in its first part, the paper presents the SODL model and the six steps of the learning process in its second part. Following this, the authors present concrete recommendations for the application of SODL in design-oriented learning environments. The presented work can provide people in Design education with innovative approaches for redesigning their teaching methods. Researchers benefit from an interdisciplinary learning model that combines previously unconnected theoretical traditions, serving as a starting point for didactic concepts in Design education .