Desenho Gerado pelo Professor
Estratégia para o Ensino Superior Teórico em Design
- Name
- Rui Costa
- Year
- 2025
- Institution
- Lisbon School of Architecture Universidade de Lisboa
- Supervisors
- Susana Campos, Maria João Félix
- Discipline
- Design
- Scope
- Design Education
- Taxonomy
- Epistemology
- Type
- Theoretical
- Language
- Portuguese
- Wordcount / Pagecount
- 181,892 / 532
- Joint supervision
- No
Use of teacher-generated drawing as a pedagogical tool to enhance learning in higher education design education
Research Process (7 methods)
x
Drawing used in theoretical medical anatomy teaching
Evaluating students' reactions to the implementation of the "Teacher Generated Drawing Strategy" within the researcher’s own pedagogical practice
Student response "outside the comfort zone" across different higher education realities
Students in Angola
Lecturers responsible for the Curricular Units (UCs) where the Strategy was tested
Design students from the Angola (ISPT) sessions who were previously exposed to the strategy
| # | Name of Method | Research Phase | Research Approach | Researcher Role | Object of Study / Participants | N |
|---|---|---|---|---|---|---|
| 1 | Literature review | Exploratory | Qualitative | x | x | x |
| 2 | Case study | Exploratory | Qualitative | x | Drawing used in theoretical medical anatomy teaching | 9 |
| 3 | Questionnaire | Generative | Qualitative | x | Evaluating students' reactions to the implementation of the "Teacher Generated Drawing Strategy" within the researcher’s own pedagogical practice | 128 |
| 4 | Survey | Generative | Qualitative | x | Student response "outside the comfort zone" across different higher education realities | 360 |
| 5 | Survey | Generative | Qualitative | x | Students in Angola | 72 |
| 6 | Interview | Generative | Qualitative | x | Lecturers responsible for the Curricular Units (UCs) where the Strategy was tested | 15 |
| 7 | Memory test | Evaluative | Qualitative | x | Design students from the Angola (ISPT) sessions who were previously exposed to the strategy | 14 |
Knowledge Transfer & Exchange
Knowledge Exchange (PhD Process): Exchange with Academia
| IK&T | Academia | Design Practice | Society |
|---|---|---|---|
| Context | No | No | No |
| Vision | Yes | No | No |
| Means | No | No | No |
Recommendations (5)
Name curricular units that teach information design explicitly as 'Information Design' in order to avoid fragmentation and improve disciplinary recognition.
- Scope:
- Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High
Create a national core of teachers and researchers in Information Design to centralize key questions, promote exchange, support research, and work jointly on a dedicated curriculum.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Indicative
- Feasibility:
- Medium
Develop a networked 2nd- and 3rd-cycle educational offer in Information Design across Portuguese higher-education institutions.
- Scope:
- Macro
- Time Horizon:
- Long
- Evidence Strength:
- Indicative
- Feasibility:
- Medium
Stabilize the structure, sequence, objectives, contents, methodology, and bibliography of semester-long Information Design units so that students encounter a coherent and meaningful learning experience.
- Scope:
- Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High
Ensure that Information Design teaching balances theoretical-methodological, practical, and social dimensions, supported by objective methodologies and a meaningful bibliography.
- Scope:
- Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High