How we teach

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We think of our designers as adaptable constants, infinitely changing for the times, yet remaining constant like the number pi.

WHAT MAKES A PI.DESIGNER?

Our pi.designers are reputed for their ability to not just ask how, but why. As a pi.designer you stay a lifelong learner. Just like the value of pi keeps growing infinitely, you adapt and transform never settling into repetitive patterns. You absorb, connect and embark on adventures to find new opportunities.

Imagine what design can do when combined with technology and cross-collaboration

HOW WE TEACH DESIGN

PEDAGOGY

pronounced pae-duh-gaw-jee means methods and practices in teaching.

Our five-pronged approach focuses on your individual strengths to develop your unique qualities towards making you an exemplary pi- designer.

A collaborative community of teachers and students come together as peers in the re(creation) of knowledge. An adaptive learning process allows students to charter their own journey towards becoming creative leaders.

Learner centric

At IIAD, we put you, the learner, at the centre of the process. The ownership is placed in the hands of the learner – we inculcate an inquiry-based approach. We enable you to develop awareness of yourself and the world, inspiring you to discover your individual expression.

A creative and contextual inquiry is at the heart of our pedagogy, leading students to develop a self-questioning approach. Through varied experiences, students get to test and frame their thinking, shaping them as sensitive design practitioners and responsible citizens. In an open-ended studio environment, students get ample opportunities to develop their perspectives. Mentors establish close relationships with students and nurture their ideas with care, bringing an empathetic human touch to the academic experience at IIAD.

Project based learning

One of our most unique methodologies is project-based learning, in which staff and students embark on an immersive and inquisitive journey together. The collaborative approach to learning and teaching simulates real-world challenges and experiences in an open-ended environment.

Project based learning (PBL) is an enquiry-based learning approach in which students acquire deeper knowledge through carefully crafted projects. This ensures that concepts and skills are not learnt in silos but in an integrated manner. The projects put students on a journey of discovery that involves asking relevant questions, developing and adopting strategies to find answers, validating and revising the findings, and finally arriving at the understanding.

Thinking Through Making

At IIAD, students are encouraged to explore, experiment and evolve their ‘thinking’ through ‘making’. You develop your creative process through hands-on working whereby the act of making shapes your creative thinking. With practice, this process becomes internalized, establishing a connection between the mind, the heart and the hand. You develop an ability to drive design by balancing your intuitive and reasoning capabilities.

Thinking and making at IIAD are not considered sequential activities. Students are encouraged to think through making, bringing cognitive processes together with action. IIAD is equipped with digital labs and 3D workshops, where students can do practical, hands-on experiments. The studio environment merges into these workshop spaces, providing a seamless interface between thinking and making.

Interdisciplinary Approach

At IIAD, you learn from specialists from varied fields. They contribute to a common domain of knowledge by bringing in multiple perspectives – through these, you gain an integrated learning experience. You also learn from your peers who are studying different courses, both through informal interactions as well as through collaborative projects.

Relevant insights from related fields of design such as sociology, anthropology, marketing, business, art and craft, give the student varied perspectives. This exposure provides the IIAD student a broader understanding of how inter-disciplinary thinking influences design solutions. It also helps the student recognize biases, tolerate ambiguities and shapes their critical thinking.

Industry Interface

At IIAD, introduction into professional design practice begins early. You become industry-ready through various interactions, master classes, live projects and internships, all of which are an integral part of our learning methodology. The two major Learn On-site internships for 8 + 16 weeks initiate you into industry practices, ensuring you graduate with a resume, not just a degree.

Practitioners from the field conduct master classes and mentor students, bringing their professional practise to the classroom. In Live Projects, students work collaboratively on a brief set by the industry, and meet the challenges of business goals. Students learn to look at multiple perspectives and apply their learning to real-life situations. In addition, students are required to complete two internships, one of 8 weeks and the other of 16 weeks, over the duration of the programme. This consistent alignment with industry culture, ensures a smooth transition from college to the real world.

CONTINUOUS LEARNING

FOR TEACHERS

The faculty at IIAD are continually involved in active research to evolve innovative methods and strategies, providing students improved experiences.

 We organise regular workshops with pedagogy and education experts to keep abreast with international best practices, theory and research in learning-teaching. Alongside professional practice, our teaching staff gets ample opportunities to attend conferences and seminars.
Several of our faculty members have successfully completed, or are currently enrolled, in the Postgraduate Certificate in Teaching Learning in Higher Education (PgCert) with universities in the UK. This qualification puts our faculty at par with international quality standards in higher education. The one-year course takes a comprehensive view of academic practice by offering opportunities to our teachers to enhance their teaching practices, as well as to develop as a researcher and an academic leader in higher education.