ABSTRACT
Industrial design teaching and learning is about the transformation of the individual design learner from aspiring designer to being one that is professionally ready. Core to this is a process that requires the integration of both holistic and linear ways of thinking through practice and especially design projects, experiential problem-solving and creative experimentation. This chapter concerns how this can be achieved in a contemporary educational setting to create a design curriculum that embraces a transformative approach to design learning. Such a goal requires careful implementation within a UK higher education (HE) framework that predominantly focuses on the efficiency and accountability of a modular teaching, learning, and assessment framework. The chapter proposes that the confidence to design can be gained through an experiential model of transformative practice which provides spaces for both physical and cognitive creative risk-taking, design play and solutions.
