Application of Assessment-Analytic Knowledge Building Tools in Collaborative Creative Studies

Abstract

The design process involved complex social, cultural as well as political issues. More skills are required for providing an interactive design experience. The designers organise and structure problems through interactive communication, service, artworks and design. As a result, designers were expected as applied behavioural scientists. The undergraduate design students, those are designers in the future, were disappointingly undereducated for their career. Creative students especially often neglect to recognise their tasks’ complexity and connect them with the knowledge they already obtained. They often lack the requisite understanding that their viewpoints must be built on a knowledgeable foundation. Some scholars discussed various teaching and learning approaches, including applying computer-assisted learning, problem-based learning, and inquiry-based learning to explore applicable methods, especially for the design field. However, there were still not yet able to propose practical tools for training design students to interlock the complexity of individual and social behaviours under the influence of technical and social development. Hence, there is a need to explore a collaborative and scientific design education method.