Visual Knowing: A Case-Study of Gigamapping as a Pedagogical Approach

Design has embedded itself as part of the everyday through perspectives of professional practice, cultural identity, technological advancement and economic forces. The very nature of design, driven by a need for newness and change, poses challenges affecting its disciplinary foundations. As a field of study, the future paradigm of design education should rely less on controlled boundaries of theory and practice but explore new modes of inquiry to impact different applications and outcomes. Design plays a central role within the context of rapid change, defining new discourses on design education for creative placemaking and cultural production. Through the introduction of mapping as a research tool, this paper advocates for a significant change in the design education agenda to address how future designers can critically embark on new research inquiries pertinent to the creative landscape. This research examines and outlines existing understandings of design that are limited by traditional specialisms and proposes future directions for design research and pedagogy. Through a discussion of the disciplinary divide of design, its relevant knowledge and cultural considerations, this paper explores gigamapping as a pedagogical approach that generates visual expressions and articulations. The thinking and reflective practice of mapping is presented as an exploratory and conversational tool for interdisciplinary design research and practice, functioning as a creative site to challenge the epistemological foundations of design and developing forms of visual knowing.