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| dc.contributor | es-ES | |
| dc.creator | Pardo, Desamparados | |
| dc.date | 2017-10-31 | |
| dc.date.accessioned | 2022-03-25T19:00:06Z | |
| dc.date.available | 2022-03-25T19:00:06Z | |
| dc.identifier | https://ojs.uv.es/index.php/eari/article/view/10052 | |
| dc.identifier | 10.7203/eari.8.10052 | |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128406 | |
| dc.description | Resumen: El tema de la cocreación, impulsada por la influencia del contexto económico y tecnológico, ha dado empuje a nuevas formas de trabajar el diseño, así como al desarrollo de nuevos roles para los diseñadores. Estos enfoques colaborativos se presentan como uno de los principales desafíos a los que se enfrentan, en la sociedad postmoderna, las escuelas de diseño.Los educadores de moda tienen la oportunidad de adoptar un nuevo paradigma que puede preparar a los estudiantes para aprender a trabajar de una manera más sostenible, colaborativa e integrada junto con las necesidades reales de la sociedad. Además, esto fomenta el desarrollo de una cultura basada en un nuevo lenguaje y un nuevo pensamiento de moda.Nuestro objetivo, sobre las bases de experiencias previas en la didáctica del diseño de moda, se centró en comprobar, a través de un experimento realizado en distintas escuelas (Italia y España) con dos grupos de 12 estudiantes cada uno, que los resultados alcanzados cuando ambos grupos empleaban métodos de trabajo colaborativos eran similares.En la metodología cuantitativa empleada en esta investigación se utilizó una escala de co- creación para analizar las diferencias entre las muestras a través del test estadístico no paramétrico de U Mann-Whitney.Los resultados mostraron que no se encontraron diferencias significativas entre ambos grupos. Además, los estudiantes lograron fortalecer sus niveles de creatividad, autoestima y confianza mientras compartían sus ideas y trabajaban dentro de la comunidad online. Palabras Clave: codiseño, diseño, moda, creatividad pública, co-creación, comunidades online. 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 Keywords: co-design, design, fashion, public creativity, co-creation, online communities.http://dx.doi.org/10.7203/eari.8.10052 | es-ES |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Institut Universitari de Creativitat i Innovacions Educatives. Universitat de València | es-ES |
| dc.relation | https://ojs.uv.es/index.php/eari/article/view/10052/10175 | |
| dc.relation | https://ojs.uv.es/index.php/eari/article/downloadSuppFile/10052/4531 | |
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| dc.relation | /*ref*/Sanders, E. B- N., & Stappers, P. J. (2008). Co-creation and the new landscape of design. CoDesign: International Journal of CoCreation in Design and the Arts, 4(1), 5-18. http://dx.doi.org/10.1080/15710880701875068 | |
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| dc.relation | /*ref*/Stappers, P.J. & Sanders, E.B.-N. (2003) Generative tools for context mapping: tuning the tools. In D. McDonagh, P. Hekkert, J. Van Erp, & D. Gyi (eds.) Design and Emotion: The Experience of Everyday Things (pp. 77-81). http://dx.doi.org/10.1201/9780203608173-c14 | |
| dc.relation | /*ref*/Visser, F. S., Stappers, P. J., Van der Lugt, R., & Sanders, E. B. (2005). Context mapping: experiences from practice. CoDesign, 1(2), 119-149. http://dx.doi.org/10.1080/15710880500135987 | |
| dc.relation | /*ref*/Von Hippel, E., & Tyre, M. (1995). How learning is done: Problem identification in novel process equipment. Research Policy, 2 (1), 85-12 http://dx.doi.org/10.1016/0048- 7333(93)00747-H | |
| dc.relation | /*ref*/Wu, J. (2010). Co-design communities online: turning public creativity into wearable and sellable fashions. Fashion Practice: The Journal of Design, Creative Process & the Fashion, 2 (1), 85.http://dx.doi.org/10.2752/175693810X12640026716474 | |
| dc.source | Educación artística: revista de investigación; Núm. 8 (2017); 178-194 | es-ES |
| dc.source | Educación artística: revista de investigación; Núm. 8 (2017); 178-194 | en-US |
| dc.source | 2254-7592 | |
| dc.source | 1695-8403 | |
| dc.title | Codiseñando en la didáctica de la moda | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | en-US | |
| dc.type | es-ES |
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