Tag Archives: Ken Baynes

Eileen Adams reviews ‘Design: Models of Change’

  Anyone who has read any previous writing by Ken Baynes will greedily devour this book! And then they will read it all over again – and again. Everything you wanted to know about designerly thinking – it’s all here! Confused about cognitive modelling? Don’t worry, there’s a full explanation! Trying to differentiate between professional […]

Continue Reading Comments ( 0 )

Peter Green reviews ‘Design: Models of Change’

  A  Book for Everyone …  This is a major book on a topic that touches all our lives and is vitally important to the future of the environment. It is a scholarly book written by an academic who is also a practising designer. But for all its academic authority  the book is a delight to […]

Continue Reading Comments ( 0 )

Published – Design: Models of Change

Design: Models of Change

The book that Ken Baynes has been working on for around 10 years is now published. In writing the book, Ken has drawn on a lifetime’s research and experience, from his early career leading the Design Education Unit at the Royal College of Art, and from his time as a Visiting Professor in the Loughborough Design School (LDS).

Continue Reading Comments ( 0 )

Design: Models of change

How do designers do what they do? How do architects,engineers, industrial, fashion and graphic designers think? What is it that goes on in their minds that enables them to shape the things that people buy, use and inhabit? And how far do they share their mental abilities with people at large? Is it true that everyone is a designer in their own way?

Continue Reading Comments ( 0 )

Design Education: A vision for the future

This short book is intended as an angry, but measured response to the Government’s new National Curriculum proposals for Design and Technology and Art and Design in England. However its scope is much wider than national or ‘subject’ boundaries, as it is written from the standpoint of Design Education.

Continue Reading Comments ( 0 )

Design Education: A Vision for the Future

Design Education: A Vision for the Future

This short book is intended as an angry, but measured response to the Government’s new National Curriculum proposals for Design and Technology and Art and Design in England. However its scope is much wider than national or ‘subject’ boundaries, as it is written from the standpoint of Design Education.

Continue Reading Comments ( 1 )

Design Education: A Vision Lost?

Dandelion and Fossil

Key aspects of design education such as encouraging the imagination; the importance of learning through making and the relationship of theory, knowledge and practice are seemingly becoming lost in the presentation of ever more regressive positions concerning its place in the English National Curriculum. This video seeks to re-introduce the fundamental importance of these ideas and of design education in the curriculum that all children experience.

Continue Reading Comments ( 0 )

Happy Birthday RCA!

RCA Building with Bicycle

The Royal College of Art is 175 years old this year. It opened in 1837 as the School of Design. To put this into historical perspective Queen Victoria became Queen that year and Robert Stephenson was putting the finishing touches to the London and Birmingham Railway which began to run trains between Euston and the Black Country in 1838.

Continue Reading Comments ( 0 )

LDP Identity and Logo Design

Loughborough Design Press Business Cards

Overview of the thoughts and design ideas surrounding the development of the Loughborough Design Press identity. Ken Baynes discusses the design process and philosophy.

Continue Reading Comments ( 0 )

American Society of Engineering Education: EDGD Conference in Limerick

Earlier this week we launched the LDP website as a preview for potential authors and those interested in buying the books when they are ready. This launch is also in time for the American Society of Engineering education: Engineering Design Graphics Division (ASEE EDGD) Conference at the University of Limerick (18-20 November).

Continue Reading Comments ( 0 )