STUDENT CENTERED DESIGN EDUCATION PRACTICE

This paper draws on a body of research undertaken by the author to determine how effective a student-centred flipped classroom intervention can be when used as the framework to enhance and transform student learning and professional identity formation through reflective practice. This research examines student experience of a professional practice module on the BSc. Product Design at TU Dublin. The motivation for the development of the structure of the module was to improve student engagement and learning through creating a student-centred experience that enabled students to optimise their learning opportunity while meeting the educational outcomes. The module was designed to be student centred in terms of their own learning enabling strong feedback for co-creation of this experience. This paper also presents some insights into the way this format can be used to enable a type of discourse that can assist students/graduates in forming values around ethics and responsibility within the profession but also as citizens.