Make space, make place, make sense
Make space, make place, make sense
复制标题
腾出空间、安排位置、有意义
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
I. Mulder
中科院分区：
文献类型：
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作者：
B. Leurs;J. Schelling;I. Mulder
由于空间不足，50名设计专业学生不得不搬到另一座大楼。在一座历史建筑中拥有一个专用空间，将最初的挫折转化为机遇。设计专业的学生通常没有拥有自己的设计工作室的奢侈品。通过观察和采访的学生超过5个月的时间，我们发现，学生把他们的空间变成一个地方，以加强他们的意义建构过程。一个三阶段的模型，指的是“使空间，使地方，使意义”的动机和阐述。可以得出结论，一个空间，或者更好地说是一个地方，是促进有意义的设计教育的宝贵工具。物理环境似乎也会影响学生的发展。在最后的演讲中，团队不仅超越了客户和导师的期望，也超越了他们自己的期望。作为一名设计师，他们在与外部世界（客户、用户、参与者）的互动中表现得更加自信
a problem due to a lack of space, a group of 50 design students had to move to another building. Having a dedicated space in an historical building turned the initial setback into an opportunity. Design students usually do not have the luxury of having their own design studio. By observing and interviewing the students over a period of 5 months, it was found that students transformed their space into a place in order to enhance their sensemaking process. A three-stage model referring to ‘make space, make place, and make sense’ is motivated and elaborated upon. It can be concluded that a space, or better to say a place, is an invaluable tool in facilitating meaningful design education. The physical environment seems to affect students’ development as well. At the final presentations teams not only surpassed expectations of their clients and tutors, but also their own expectations. They clearly act more confident in their interaction with the external world (clients, users, participants) as a designer