Temel Tasarım Eğitimi ve Güncel Öğrenme Ortamlarında Dijital Öyküleme Yöntemi

Abstract

The reflections of the breaking points that occurred in the historical process and are referred to by the names of agricultural society, industrial society, information society to the education systems have brought certain changes and transformations. In this framework, the study focuses on design education in this education model definition, based on the idea that the social structure describes an education model with the situation it proposes. And the study reads the effects of the turning points in social life from past to present on educational models and design education environments through the information age we are in.

In design education, which should not lag behind the age and conditions and which is carried out with the unity of doing-thinking, there has always been a search for what the existing should be. However, these searches have been shaped through a fiction in which thinking is pushed to the second place and doing comes to the fore, as also included in the turning points that occurred in the historical process. When we look at the breaking point in the information age based on this basis, it is seen that the phenomenon of digitalization, which is one of the most important benefits of this age, is considered as the production of new forms or as a drawing tool, that is , in terms of making. In this direction, in the study, which deals with this situation in the literature as a problem, the information age and digitalization issues have looked at from a more theoretical perspective and the effects of digitalization, digital media tools or the digital storytelling approach as customized in the study on the design process and design thinking in today's space design education has been read in relation to the current learning environments in interior design education. Thus, it is aimed to catch the current in design education differently from the current approaches.

In line with the determined purpose, the analysis of design thought and the processes that create the design thought was carried out in the 2020-2021 Spring Semester within the scope of the Basic Design course of the Department of Interior Architecture at Marmara University and Introduction to Design course of the Department of Interior Architecture at Mimar Sinan Fine Arts University through the follow-up of the design process resolved with digital storytelling. The discovery of the components that make up the design thinking has been structured by the qualitative analysis of the data collected in the design studio. In line with the findings obtained from the field study, by adapting the digital storytelling approach to the project process, the structure of this process has been tried to be explained through the cognitive, affective and psychomotor components that make up the design thought in this process. The results of the study reveal that how the design process, which is analyzed with the digital storytelling approach, and the phenomenon of digitalization will be handled intellectually, and thus the effects of the digital storytelling approach on the components that make up the design thought. The study deals with the potential of digital to trigger new ways of thinking and thinking system in interior design education and examines these potentials via design studios over contemporary learning environments in interior design education. At this point, the study is important because it contains a fiction that gives priority to the thought of doing rather than the developments related to the knowledge of doing in today's design education field.