In Spring 2013, we worked with students at the London College of Communication to conceive a framework for designing the book Thought Experiments in Graphic Design Education. Initially, the students had ambitions of generating new content in relation to the book’s existing content, in the spirit of ‘response videos’. But soon the priority evolved into a series of candid discussions amongst students and tutors about design education in the UK, which inspired us to use the insights gathered as the basis for investigating ways forward.
To address such insights, we designed a project devoted to Inquiry, involving the formation of think thanks to heighten the cognitive and collaborative tendencies of inquiry–based learning. The project was structured around 3 foci: Systems, Processes and Actions. Systems and Processes were interpreted and prompted in relation to participating tutors' affiliated communities of practice, Actions were interpreted and prompted by the think tanks.