Design for experience: a new rationale

Abstract

Solving problems is a dominant rationale for
technology education students engaging in
design. This is evident throughout various
technology education curricula; and
subsequently influences teaching and learning.
An alternative design paradigm supported by
prominent examples within commercial design
theory and practice examines the notion of
‘design’ as facilitating human experiences
rather than predominantly solving technological
problems. It argues that this ‘new’ paradigm
has, through social and commercial
imperatives, become the dominant rationale for
most contemporary design contexts.
Applied within an educational context, both
paradigms have implications for teaching and
learning. The design as problem solving
paradigm of technology education has been
elaborated for a number of years through
curriculum documentation and teacher support
material. The design as experience paradigm of
some commercial designers is developing, and
may represent a new and progressive
dimension of student designing.