ABSTRACT
The previous chapters in Part II were concerned with the interaction between designers and design principles within disciplinary contexts. This chapter takes our understanding of context further, to encompass the teaching and learning philosophy and institutional strategy within which design takes place. Drawing on the example of the ‘Student as Producer’ project at the University of Lincoln, UK, the authors explain how curriculum design is expected to be informed by a view of the student as an active contributor to and collaborator in the knowledge creation process. When students are engaged to such an extent, they bring with them use of technology as a norm. Designs for radical pedagogy, facilitated by technology, need to consider their impact on the roles of the different actors involved. So, at Lincoln, staff and students have been encouraged to explore and experiment with technology together, with a particular focus on how openness is expressed and enacted within today’s technologically rich environment. Here design is seen as a truly collaborative venture that brings staff and students together.
