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	<title>Comments on: Meeting Questions and more</title>
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	<link>http://designteaching.com/2007/04/22/meeting-questions-and-more/</link>
	<description>Facilitating Pedagogical Awareness to Graphic Design Teachers</description>
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		<title>By: laurene</title>
		<link>http://designteaching.com/2007/04/22/meeting-questions-and-more/comment-page-1/#comment-2</link>
		<dc:creator>laurene</dc:creator>
		<pubDate>Tue, 08 May 2007 23:18:00 +0000</pubDate>
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		<description>hi roberto&lt;br/&gt;&lt;br/&gt;as i read through your definitions and answers to the questions that i set - i get the sense that your research will enable you to evolve your thinking here and to specifically relate it to design education.&lt;br/&gt;&lt;br/&gt;Because that is kind of the big thing here - the relationship between&lt;br/&gt;design&lt;br/&gt;communication/graphic design&lt;br/&gt;research&lt;br/&gt;design research&lt;br/&gt;design as research&lt;br/&gt;design education&lt;br/&gt;design education and resarch&lt;br/&gt;design practice and design education &lt;br/&gt;&lt;br/&gt;and then there are the roles and the people - the designer, the design researcher and the design educator...&lt;br/&gt;&lt;br/&gt;i am looking forward to seeing how this all comes togethe.&lt;br/&gt;&lt;br/&gt;laurene</description>
		<content:encoded><![CDATA[<p>hi roberto</p>
<p>as i read through your definitions and answers to the questions that i set &#8211; i get the sense that your research will enable you to evolve your thinking here and to specifically relate it to design education.</p>
<p>Because that is kind of the big thing here &#8211; the relationship between<br />design<br />communication/graphic design<br />research<br />design research<br />design as research<br />design education<br />design education and resarch<br />design practice and design education </p>
<p>and then there are the roles and the people &#8211; the designer, the design researcher and the design educator&#8230;</p>
<p>i am looking forward to seeing how this all comes togethe.</p>
<p>laurene</p>
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