THE CHALLENGE-BASED LEARNING IN HIGHER EDUCATION THROUGH A CREATIVE SENSORIAL BOOTH TO DISCONNECT AND TO BE HERE NOW.
DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021), VIA Design, VIA University in Herning, Denmark. 9th -10th September 2021
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Vázquez Esquivel, Rubén; Castrejón Paniagua, Angélica; Acuña López, Alejandro
Institution: Instituto Tecnológico y de Estudios Superiores de Monterrey, Mexico
Section: Innovation and Creativity in Design and Engineering Education
DOI number: 10.35199/EPDE.2021.78
Our senses act as sensors that allow us to receive the information of the reality that we perceive, either in isolation or as a result of their crossing. During the block´s challenge called: ‘Formal Representation of Space’, the aim is for students to enjoy an immersion and experiential experience in understanding space through sensory perceptions and its material and virtual representation, through drawing techniques, both analog and virtual , putting into practice themes of geometry, perspective, technologies in art, models and prototypes. The challenge is based on the competency-based learning that the Tec-21 Model offers to first-year Creative Studies professional students. The objective of the project starts with the following question: What if the reality that surrounds us did not exist, or not as we see it? The project consists of designing a Sensorial Booth on a 1:1 scale, an installation that seeks to generate a space in which the perception of the environment can be highlighted through the senses in a playful and interactive way. The particular objective is for students to develop visual representation skills, which will be reflected in the design, construction, assembly and display of the sensorial booth. For the development of the project, there was a training partner who was the Labyrinth Museum of Sciences and Arts of San Luis Potosí, an institution that served as the headquarters for the physical installation of the pieces developed, being a relevant space for the exploration of the senses and the expansion of the limits of the imagination. The group of 26 students was organized into six teams who worked for five weeks on campus, where they began to think up their proposal in an analog and digital way. During the first week, a visit to the museum was made so that the students could get to know the environment and therefore, plan their installation. Days prior to the final delivery they had an evaluation in the presence of the training partner and finally the assembly of the six rooms was carried out on Thursday, March 12, which was complemented with an information card and a QR code that led to the link of a video that it showed the creative process. Beyond the creative experience that led to the process of conceptualization and materialization of the sensorial booth, prior to confinement by COVID-19, the students realized the importance in the design of the presence of at least three of our five senses, which, implicit in materials, colors and textures, or through the arrangement in space, could offer a comprehensive and memorable sensory experience to visitors without the need to be connected to a device, while immersing in the reflection of reconnecting with themselves and with the natural environment that surrounded the sensorial booths.
Keywords: Educational innovation, challenge based learning, higher education, sensorial booth, Tec21 model