Codiseñando en la didáctica de la moda
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Codiseñando en la didáctica de la moda

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Codiseñando en la didáctica de la moda

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dc.contributor.author Pardo Cuenca, Desamparados es
dc.date.accessioned 2018-02-05T12:55:43Z
dc.date.available 2018-02-05T12:55:43Z
dc.date.issued 2017 es
dc.identifier.uri http://hdl.handle.net/10550/64619
dc.description.abstract Co-creation, driven by the influence of the economic and technological context, has propelled new ways of working with design, as well as the development of new roles for designers. These collaborative approaches are presented as one of the main challenges that design? schools have to face in the post-modern society.Fashion educators have the opportunity to adopt a new paradigm which prepares students to learn how to work in a more sustainable, collaborative and integrated way along with the real needs of society. In addition, this fosters the development of a culture based on a new language and a new fashion thinking.Our aim was based on previous studies, built upon co-creative experiences brought to fashion design education. It focused on testing, through an experiment with 12 Italian and 12 Spanish students, in which both groups achieved similar results when facing collaborative working methods.The quantitative methodology employed in this research used a co-creation scale to analyze the differences between the samples through U Mann-Whitney?s non-parametric statistical tests.The results showed that there were no meaningful differences between groups and the students succeeded in strengthening their levels of creativity, self- esteem and confidence while sharing their ideas and work within the online community.  es
dc.source Pardo Cuenca, Desamparados. Codiseñando en la didáctica de la moda. En: Educación artística: revista de investigación (EARI), 8 2017: 178-194 es
dc.title Codiseñando en la didáctica de la moda es
dc.type info:eu-repo/semantics/article en
dc.type info:eu-repo/semantics/publishedVersion en
dc.subject.unesco UNESCO::CIENCIAS DE LAS ARTES Y LAS LETRAS es
dc.identifier.doi 10.7203/eari.8.10052 es

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