INTRODUCING PEER-ASSISTED LEARNING CONCEPT IN A DESIGN COURSE

Design education is based on interactive discussions between students and their facilitators. Deeper engaging interactions can generate a range of concepts in the initial design phase. However, from the student’s perspective, the discussions with the course facilitator may turn formal and pose a restriction on free-flowing ideas. Despite applying different student engaging methods, there still seems to be an invisible barrier that holds them back from freely expressing their design thoughts. The concept of Peer-Assisted Learning (PAL) was introduced in a design course in the Department of Design at the Indian Institute of Technology, Guwahati (DoD, IITG), to solve this issue. This paper discusses the observations and findings of the experimental study with PAL in an industrial design course for concept generation. Conceptual solutions were developed for different design problems as part of the design charrette planned within the course. The final year Masters in Design students mentored junior students from third-year Bachelors in Design in the design charrette under the course instructors’ guidance. This exercise helped the junior design students quickly open up with their mentors and share their ideas smoothly. The senior students acted as a catalyst in generating a range of possible outcomes in a short period. A survey conducted at the end of this course with the junior students showed that the students accepted PAL well and would like it to be part of other courses in the future. Therefore, this paper recommends introducing PAL in design education as it effectively develops professionalism in senior students and helps the junior students use their seniors’ experiences. Additionally, it imbibes a sense of community learning in the student group.