Research On Design Strategy In MOOCs’ Application Of Professional Design Education

Since 2011,design has become an independent specialized discipline,reflecting the inevitable requirements of the new needs of social development.Today’s design,on the one hand,constantly integrates emerging science and technology,showing the objective characteristics of natural science,but also reflects the current social culture.At present,interdisciplinary studies combining design science are constantly emerging,and the relevant design facts are constantly pushing the boundaries of design science and extending outwards,and even leading the transformation of design and design education paradigm.In this context,using MOOCs as an example,this thesis studies the application of online education methods in the field of design education and discusses how the traditional studio teaching model and the idea of ’reflective practice’ in design education can be incorporated into the teaching content of MOOCs to enhance the applicability of online and offline hybrid design education and autonomous learning strategies.This research has further enhanced its theoretical and practical significance when the society has not completely gotten rid of the problem of COVID-19 and colleges and universities need to adopt pure online or hybrid design education as a transitional form according to the needs of epidemic prevention and control.Based on Kolb’s empirical learning model and Schon’s reflective practical design education philosophy as the basic theoretical support,this thesis starts with the transformation and modernization of design education caused by the development of people’s understanding and demand for design.The third chapter of this thesis discusses the application status of MOOCs in design education on mainstream platforms at home and abroad based on the samples of MOOC platform for Chinese universities and Coursera.It is found that a large number of MOOCs in design including related interdisciplinary fields have emerged on both platforms,most of which are general education and entry-level courses.The application of MOOCs in advanced professional design courses is relatively small.The number of design MOOCs providers on Coursera will be slightly diversified.At the same time,in terms of teaching and content,the design courses on these two platforms also reflect the outstanding content and course characteristics of teacher-centered,as well as the construction of course team and course resources on this basis.Chapter four mainly discusses the challenges of MOOCs applied to professional design education.Based on relevant research results and survey data at home and abroad,this thesis takes Schoen’s design education task framework as the main structure and evaluates obstacles such as difficulty in face-to-face observation and interaction,difficulty in teachers’ criticism and guidance,lack of communication and training in real projects,and intellectual property protection of MOOCs developers.This thesis argues that assistive technologies such as virtual design studios and social platforms can theoretically alleviate these obstacles.The protection of relevant intellectual property rights can be regulated by the protection framework of relevant labor achievements determined by universities and other subjects in a clear and transparent way.In addition,the chapter also discusses and analyzes the advantages of MOOCs as a means of new media education in design education.The fifth chapter of this thesis proposes a learning experience design strategy suitable for designing MOOCs.This hypothetical discussion is based on the learning principles of reflective practice,with the aim of enabling learners to understand the design process and experience the complete design cycle.Therefore,based on Kolb’s experiential learning model,this thesis proposes an experiential learning structure of design education MOOCs composed of eight specific modules.Each course unit consists of eight modules: introduction to practical tasks,design practice,design sample,learner mutual evaluation,background theory and method induction,operational standard video,round-table conversation video,and excellent case collection,which constitute a complete closed-loop curriculum structure.This thesis aims to promote the application of experiential learning and MOOCs in design education by proposing a teaching cycle structure incorporating several specific teaching tools,and to address the concerns of teachers and learners about the application of online education to professional design education.Such design strategy creates conditions for learners to experience design work first-hand,and importantly helps reflect on their own practice,and establishes a reference framework for course participants to evaluate their own design abilities.The design strategy and structure framework discussed in this thesis aims to provide a meaningful reference for the development of general MOOCs in design education.