ABSTRACT
Design is a practice-based discipline, which is reflected in its education methodology. In this context, consuming complex knowledge might prove challenging, because designers think and work in a predominantly visual way. However, being able to master precise subjects offers a unique advantage in design, in contrast with a dispersed and superficial approach to knowledge. In this paper, we argue that design education can benefit from using design tools as a didactic way of conveying complex knowledge and making it actionable. To illustrate our proposition, we analysed 14 theory-focused design tools, showing how these convey knowledge and make it usable. In addition, we compared design tools with their respective sources of knowledge to showcase the contrast, proposing a three-part model of knowledge accessibility. Lastly, we describe anecdotal experiences: teaching design classes with and without design tools. The ideas discussed in this paper represent opportunities for further research.
