References:

Agirre, I. (2000). Teorías y prácticas en educación artística: Ideas para una revisión pragmatista de la experiencia estética. (Theory and practice in art education: Ideas for a pragmatic revision of aesthetic experience). Pamplona: Universidad Pública de Navarra.

Agor, W. H. (1984). Intuitive management: Integrating left and right brain management skills. New York, NY: Prentice Hall Press.

Airasian, P. W., & Walsh, M. E. (1997, Feb). Constructivist cautions. Phi Delta Kappan, 444-449. Retrieved from http://ocw.metu.edu.tr/file.php/118/Week_6/Airasian_Constructivist_Cautions.pdf

Almanza, A. Fonseca, O. & Castillo, A. (2013, Jun). Social networks and Young People: Comparative Study of Facebook between Colombia and Spain. Comunicar, Vol. XX, num. 40, 127-135. Retrieved from http://www.revistacomunicar.com/index.php?contenido=detalles&numero=40&articulo=40-2013-15.

Altbach, P. G. & Kelly, G. P. (1986). Introduction: Perspectives on Comparative Education, in Altbach, P. G. & Kelly, G. P. (eds.), New Approaches to Comparative Education. Chicago: The University of Chicago Press, 1–10.

Armstrong, H. & Stojmirovic, Z. (2012). Participate: Designing with user-generated content. New York: Princeton Architectural Press.

Arnheim, R. (1954). Art and visual perception. Berkeley: University of California Press.

Baum, L. M. & Newbill, P. L. (2010). Instructional design as critical and creative thinking: A journey through a Jamestown-Era. Native American village. TechTrends 54(5) 27-37.

Behling, O. & Eckel, N. L. (1991). Making sense out of intuition. Academy of Management Executive, 5 (1): 46-54.

Bennet, A. G. & Vulpinari, O. (Eds). (2011). Icograda design education manifesto 2011. Italy: ICOGRADA.

Bertling, J. (2015, Aug). The Art of Empathy: A Mixed Method Case Study of a Critical Place-Based Art Education Program. International Journal of Education & the Arts. Volume 16. Retrieved from http://www.ijea.org/v16n13/v16n13.pdf

Bonsiepe, G. (2007). The Uneasy Relationship between design and design research. In Michel, R. (ed.) Design Research Now: Essays and Selected Projects. Basel: Birkhäuser.

Bray, M., Adamson, B. & Mason, M. (Edit.). (2000). Comparative education research: Approaches and methods. Hong Kong: Comparative Education Research Centre.

Bray, M. & Thomas, R. M. (1995). Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analysis. Harvard Educational Review, Vol. 65, No. 3, pp. 472–490.

Bruner, J. (1977). The process of education. Cambridge, Mass.: Harvard University Press.

Buchanan, R. & Margolin, V. (1995). Discovering Design; Explorations in Design Studies. Chicago: The University of Chicago Press.

Burke, L. A. & Miller, M. K. (1999). Taking the mystery out of intuitive decision-making. Academy of Management Executive, 13 (4): 91-99.

Buxton, B. (2007). Sketching user experiences: Getting the design right and the right design. San Francisco, CA: Morgan Kaufmann.

Carrasco, J.B. (2009). Una didáctica para hoy: Cómo enseñar mejor (A teaching for today: How to teach better). Madrid: Ediciones Rialp.

Carroll, J. (2011). Scenario-based design: A brief history and rationale. In Eastman, Ch. Et al (Eds.). Design Knowing and Learning: Cognition in Design Education. UK: Elsevier.

Cartier, P. (2011). Most valuable aspects of educational expectations of the students in Design education. Procedia Social and Behavioral Sciences 15 (2011) 2187–2191. Elsevier Ltd.

Castro, L. et al. (2014). Contributions of Educational Psychology in Teacher Training: a comparative study between Brazil, Angola and Portugal. Conference paper presented at ECER 2014, The Past, the Present and the Future of Educational Research, at Porto, Portugal. Retrieved from https://www.researchgate.net/publication/265396684_Contributions_of_Educational_Psychology_in_Teacher_Training_a_comparative_study_between_Brazil_Angola_and_Portugal

Cheng, K. (2006). Diseñar tipografía. Barcelona: Gustavo Gili.

Chueng, B.S.P. (2011). The challenge of the role of graphic design education, and design practice for the values creation of Hong Kong's knowledge-based economy. Iridescent, Icograda, IDA April 2011. Retrieved from http://iridescent.icograda.org/2011/04/29/the_challenge_of_the_role_of_graphic_design_education_and_design_practice_for_the_values_creation_of_hong_kongs_knowledge_based_economy.php

Collier, C. at all (2015). Learning Science Through enquiry. Annenberg learning. Retrieved from http://www.learner.org/workshops/inquiry/resources/faq.html#top.

Corbetta, P. (2007). Metodología y técnicas de investigación social (Methodology and social research techniques). Madrid: McGraw Hill.

Creese, B. (2016). What is the point of comparative studies? IOE London Blog. Retrieved from https://ioelondonblog.wordpress.com/2016/04/14/what-is-the-point-of-comparative-studies/

Creswell, J. & Plano Clark, V. (2011). Designing and conducting mixed methods research. California: Sage.

Creswell, J. W. (2007). Qualitative enquiry & research design: Choosing among five approaches. Thousand Oaks, California: Sage Publications.

Cross, N. (2001a). Design Cognition: Results from protocol and other empirical studies of design activity. In Eastman, Ch., McCracken, M and Newsletter, W. (Eds.). (2001). Design knowing and learning: Cognition in design education. UK: Elsevier.

Cross, N. (2001b). Designerly ways of knowing: design discipline versus design science. In Design Issues, 17(3), pp. 49–55.

Cross, N. (2002). Design as a Discipline. ‘The Interdisciplinary Design Quandary’ Conference. 13 February 2002. De Montfort University. Retrieved from http://nelly.dmu.ac.uk/4dd//DDR3-Cross.html

Cross, N. (2007). Designerly ways of knowing. Berlin: Birkhäuser.

Cross, N. (2011). Design thinking: Understanding How Designers Think and Work. Oxford: Berg Publishers.

Crossan, M. M., Lane, H. W. & White, R. E. (1999). An organizational learning framework: From intuition to institution. Academy Management Review, 24 (3): 522-537.

Crossley, M. & Jarvis, P. (2000). Introduction: Continuity and Change in Comparative and International Education. Comparative Education, Vol. 36, No. 3, pp. 261–265.

Cuff, D. (1991). Architecture: the story of practice. Cambridge, MA: MIT Press.

Curwin, R. (2014, Oct). It’s a Mistake Not to Use Mistakes as Part of the Learning Process. In Edutopia. Retrieved from http://www.edutopia.org/blog/use-mistakes-in-learning-process-richard-curwin

Dalsgaard, P. (2014) Pragmatism and Design Thinking. In International Journal of Design. Vol 8, No. 1 Retrieved from https://www.google.com.mx/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Dalsgaard%2C+P.+(2014)+Pragmatism+and+Design+Thinking.+In+International+Journal+of+Design.+Vol+8%2C+No+1+(2014).

Davis, M. (2011). Relevance in a complex world-Icograda Design Education Manifesto. In Bennett, A.
and Vulpinary, O. (Eds.). Icograda Design Education Manifesto 2011. Italy: Graphiche Tintoretto.

Delcourt, M. & McKinnon, J. (2011). Tools for enquiry: Improving Questioning in the Classroom. Learning Landscapes. Vol. 4, No. 2, Spring 2011. Retrieved from http://www.learninglandscapes.ca/images/documents/ll-no8/mabdelcourt.pdf

Dewey, J. (1887). ‘Knowledge as idealization’, in J. A. Boyston (Ed.). (1970). The Early works of John Dewey: 1882-1889 Early Essays, Carbondale: Southern Illinois Press.

Dewey, J. (1916). Democracy and education, New York: Macmillan.

Dewey, J. (1965). How we think. Lexington, Massachusets: C. Heath Company.

Diaz Barriga, F. & Hernandez, G. (2010). Estrategias docentes para un aprendizaje significativo: Una interpretación constructivista. (Instructional strategies for a meaningful learning: A constructivist interpretation). Mexico: Mc Graw Hill.

Drenttel, W. (2012). Foreword. In Shea, A. Designing for Social Change: Strategies for Community-Based Graphic Design. New York: Princeton Architectural Press.

Dubberly, H. (2004). How do you design? A compendium of models. San Francisco, CA: Dubberly Design Office. Retrieved from http://www.dubberly.com/wp-content/uploads/2008/06/ddo_designprocess.pdf

Eisenhardt, K. M., & Zbaracki, M. J. (1992). Strategic decision-making. Strategic Management Journal, 13 (Special Issue): 17-37.

Eisner, E.W. (2002). The arts and the creation of mind. London: Yale University Press.

Fontana, R. (2008). Componentes esenciales de la acción del diseñador de hoy. (Essential components of today
designers’ actions). In Frascara, J. (ed.) Diseño gráfico para la gente: Comunicaciones de masa y cambio social. Buenos Aires: Infinito.

Frascara, J. (2004) Communication design: Principles, methods, and practice. New York: Allworth Press.

Frascara, J. (2008). Diseño gráfico para la gente: comunicaciones de masa y cambio social. (Graphic design for people: mass communication and social change). Buenos Aires: Ediciones Infinito.

Frascara, J. and Wnkler, D. (2008). Jorge Frascara and Dietmar Winkler On Design Research. Design Research Quarterly. V, 3:3 July 2008. Retrieved from http://www.designresearchsociety.org/joomla/index.php

Frayling, C. (1993). Research in art and design. Royal College of Art Research Papers, Vol. 1. Num 1. 1993/4. Retrieved from http://www.transart.org/wp-content/uploads/group-documents/79/1372332724-Frayling_Research-in-Art-and-Design.pdf

Gardner, H. (1993). La evaluación en su contexto. La alternativa a los test estandarizados. (Evaluation in context. The alternative to standardized test). In Gardner (1993). Inteligencias Múltiples. La teoría en la práctica, (175-196). Barcelona: Paidos.

GDC (2016). Society of Graphic Designers of Canada. Ottawa, Canada. Retrieved from https://www.gdc.net/education/about

Gedenryd, H. (1998). How designers work. Sweden: Lund University Cognitive Studies 75

Gowin, D.B. & Alvarez, M. (2005). The art of educating with V diagrams. New York: Cambridge university Press.

Gropius, W. (1925). International Architecture. In The Charnel-House. Bauhaus. Book 1. Weimar. Munich: Albert Langen Verlag. Retrieved from http://thecharnelhouse.org/2014/08/25/walter-gropius-international-architecture-1925/

Grundy, S. (1999). Partners in Learning: School-based an university-based community of learning. In Retallick, J., Cocklin, B. and Coombe, K. (Eds.). Learning Communities in Education. London: Routledge Research in Education.

Hernandez, F. (1997). Cultura visual y educación. (Visual culture and education). Sevilla: MCEP.

Hill, C.E. (Ed.). (2012). Consensual qualitative research: A practical resource for investigating social science phenomena. Washington, D.C.: American Psychological Association.

Isenberg, D. J. (1984). How senior managers think. Harvard Business Review, Nov-Dec: 81-86. Retrieved from https://hbr.org/1984/11/how-senior-managers-think

Jiaying, Z. H. (1990). Instructional methods and materials. In Thomas, R. M. (Ed.), international comparative education: practices, issues & prospectives. New York: Pergamino Press.

Jonas, W. (2007). Design research and its meaning to the methodological development of the discipline. In Michel, R. (Ed.), Design research now: Essays and selected projects. Germany: Birkhäuser Verlag AG.

Kiley, M., Mullins, G., Peterson, R. & Rogers, T. (2000). Leap into…problem-based learning. Australia: CLPD The University of Adelaide. Retrieved from http://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdf

Kolodner, J.L. & Wills, L. M. (1996). Powers of Observation in Creative Design. Design Studies, 17(4), 385-416

Kurt, S. (2009). An analytic study on the traditional studio environments and the use of the constructivist studio in the architectural design education. In Procedia Social and Behavioral Sciences, 1 (2009) 401–408 Elsevier Ltd.

Ladson-Billings, G. (2003). It’s your world, I’m just trying to explain it: Understanding our epistemological and methodological challenges. Qualitative enquiry, 9(1), 5-12.

Lloyd, P. & Scott, P. (1994). Discovering the Design Problem. Design Studies, 15(2), 125-140

Lupton, E. & Phillips, J.C. (2008). Graphic design the new basics. New York: Princeton Architectural Press.

Lupton, E. (2011a). Graphic design thinking: Beyond brainstorming. New York: Princeton Architectural Press.

Lupton, E. (2011b). Foreword. In Armstrong, H. & Stojmirovic, Z. Participate; Designing with user-generated content. New York: Princeton Architectural Press.

Malouf, D. (2011). Design Education of the future. In Bennett, A. and Vulpinary, O. (Eds.). Icograda Design Education Manifesto 2011. Italy: Graphiche Tintoretto.

Margolin, V (1995). Design History or Design Studies Subject Matter and Methods. In Design Issues, 11 (1), Spring 1995. pp. 10 and 15.

Marzano, R. (2009). Setting the Record STRAIGHT on “High-Yield” Strategies. In Kappan September 2009 pdkintl.org Retrieved from http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/setting_the_record_straight_on_hield_yield_strategies.pdf

Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. USA: Association for Supervision and Curriculum Development.

MacCormac, R. (1976). Design is… (Interview with N. Cross), BBC/Open University TV Programme, BBC.

Meurer, B. (2008). La transformación del diseño. (Design transformation). In Frascara, J. (ed.) Diseño gráfico para la gente: Comunicaciones de masa y cambio social. Buenos Aires: Infinito.

NCEE. (2015). International Instructional System Study. Center on International Education Benchmarking UK: University of London. Retrieved from http://www.ncee.org/wp-content/uploads/2015/09/International-Instructional-System-StudyV2.pdf

Noble, I. & Bestley, R. (2011). Visual research: an introduction to research methodologies in graphic design. Switzerland: AVA Book.

Olsen, D. G. (1999). Constructivist principles of learning and teaching methods. Education, Vol. 120.

Ornstein, A. (1990). Strategies for Effective Teaching. New York: Harper & Row.

Oxman, R. (2001). The mind in Design: A Conceptual Framework for Cognition in Design Education. In Eastman, Ch. (at all). (Eds.) Design Knowing and Learning: Cognition in Design Education. UK: Elsevier.

Parikh, J., Neubauer, F. & Lank, A. G. (1994). Intuition: The new frontier in management. Cambridge, MA: Blackwell.

Plattner, H. (2017). Guía del proceso creativo: Miniguía: una introducción al design thinking y bootcamp y bootleg. Institute of Design at Stanford. (Creative process guide. Miniguide to design thinking and bootcamp and bootleg). Retrieved from: https://dschool.stanford.edu/sandbox/groups/designresources/wiki/31fbd/attachments/027aa/GU%C3%8DA%20DEL%20PROCESO%20CREATIVO.pdf?sessionID=e62aa8294d323f1b1540d3ee21e961cf7d1bce38

Phillips, D. & Schweisfurth, M. (2007). Comparative and International Education: An Introduction to Theory, Method and Practice. Great Britain: Continuum.

Pimienta, J. (2012). Estrategias de enseñanza-aprendizaje: Docencia universitaria basada en competencias. (Teaching-learning strategies: competency-based university teaching). Mexico: Pearson.

Pontis, S. (2011). The Role of Design: Yesterday and Today. In Paiva, F. & Moura, C. (orgs.) Designa 2011. A Esperanca Projectual/The Projectual Hope. Proceedings. Portugal: International Conference on Design Research.

Porter, L. (2008). Imaginación y Educación: Complejidad y lentitud en el aprendizaje del diseño. (Imagination and Education: Complexity and slowness in design learning). Mexico: Universidad Autonoma de Ciudad Juarez.

Press, M. & Cooper, R. (2007). El diseño como experiencia: El papel del diseño y los diseñadores en el siglo XXI. (The design experience; The role of design and designers in the Twenty-First century). Barcelona: Gustavo Gili.

Prier, R. (1976). Archaic Logic. De propriettatibus Litterarum. Series Practica. Netherlands: De Gruyter.

Pritchard, A. & Woollard, J. (2010). Psychology for the classroom: Constructivism and social learning. New York: Routledge.

Rand, P. (1987). Good design is good will. In Amstrong, H. (Ed.). (2009). Graphic design theory:Readings from the field. New York: Princeton Architectural Press.

Reading, C. (2009). Sources of Inspiration: How design students learn from museum collections and other sources of inspiration. Art, Design & Communication in Higher Education, 8(2), 109 -121.

Roam. D. (2008). The Back of the Napkin: Solving Problems and Selling Ideas with Pictures. New York: Portfolio.

Rojter, J. (2009). PBL and constructivism in engineering education. School of engineering and science. Victoria University. Retrieved from http://www.sefi.be/wp-content/abstracts2009/Rojter%20PBL.pdf

Salmon, P. (2000). Experiential Learning. In Prentice, R. (Ed.), Teaching Art and Design: Addressing Issues and Identifying Directions (pp. 22-28). London: Continuum International Publishing.

Shaughnessy, A. (2010). How to be a graphic designer, without losing your soul. New York: Princeton Architectural Press.

Shea, A. (2012). Designing for social change. Strategies for community-based graphic design. New York: Princeton Architectural Press.

Sherwin, D. (2010). Creative workshop: 80 challenges to sharpen your design skills. Cincinnati, Ohio: How Books.

Sherwin, D. (2012). Beyond Craft and Tools: The Skills Design Students Must Master. AIGA. Retrieved from http://www.aiga.org/beyond-craft-and-tools-the-skills-design-students-must-master/

Shakespeare, R. (2008). El claustro a la calle. La calle al claustro. (The cloister to the street. Street to the cloister). In Frascara, J. (Ed.). Diseño gráfico para la gente: Comunicaciones de masa y cambio social. Buenos Aires: Infinito.

Shea, A. (2012). Designing for social change: Strategies for community-based graphic design. New York: Princeton Architectural Press.

Schön, D.A. (1983). The Reflective Practitioner. New York: Basic

Sierra, F. (1998). Función y sentido de la entrevista cualitativa en investigación social (Function and sense of qualitative social research interview). In Galindo, J. (Coord.). Técnicas de investigación en sociedad, cultura y comunicación. Mexico: Addison Wesley Longman.

Simón, G. (2010). 100 definiciones de diseño. (100 definitions of design). Mexico: Universidad Autonoma Metropolitana.

Sinclair, M. & Ashkanasy, N.M. (2005). Intuition: Myth or a decision-making tool? Management learning (2005) 36 (3) : 353–370. doi: 10.1177/1350507605055351

Stake, R. (1995). The art of case study research. California: Sage.

Stickdorn, M. & Schneider, J. (2011). This is service design thinking. Hoboken. New Jersey: Wiley.

Sullivan, L. (1896). The tall office building artistically considered. Lippincotts. March 1896 Philadelphia: J.B. Lippincatt. 403-409 Retrieved from https://archive.org/stream/tallofficebuildi00sull#page/n1/mode/2up

Tarrow, N., Ghosh, R. & Elizondo, A. (2001). Teaching democratic values in teacher education programs in Canada, Mexico, and the United States. In Leslie J. Limage (Ed.), Democratizing education and educating democratic citizens (193-212). New York: Routledge Falmer.

Teymur, N. (2001). Towards a Working Theory of Architectural Education. Presented at AEE 2001 Conference. Retrieved from http://cebe.cf.ac.uk/aee/pdfs/teymur1.pdf

Triggs, T. (2011). The future of design education, Graphic Design and Critical Practice: Informing curricula. In Bennett, A. and Vulpinary, O. (Eds.). Icograda Design Education Manifesto 2011. Italy: Graphiche Tintoretto.

Thomas, J. C., & Carroll, J. M. (1979/1984). The psychological study of design. Design Studies, 1(1), 5-11. Chichester, United Kingdom: Wiley.

United Nations. (1992). Report of the United Nations conference on environment and development. Annex I, Rio declaration on environment and development. Rio de Janeiro Retrieved from http://www.un.org/documents/ga/conf151/aconf15126-1annex1.htm

Vanderstoep, S. & Johnston, D. (2009). Research methods for everyday life: Blending Qualitative and Quantitative Approaches. San Francisco, CA: Jossey-Bass.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. USA: Harvard University Press.

Warhurst, J., Grundy, S., Laird, D., & Maxwell, T. (1994). Curriculum Development. In E. Hatton (Ed.). Understanding Teaching: Curriculum and the Social Context of Schooling, Sydney: Harcourt Brace.

Winkler, D. (2008). La práctica y la educación en diseño: más allá del modelo del Bauhaus. In Frascara, J. (Ed.). (2008). Diseño gráfico para la gente. Comunicaciones de masa y cambio social. (Graphic design for people. Mass communications and social change). Buenos Aires: Ediciones Infinito.

Yin, R. (1989). Case study research: design and methods. Newbury Park, CA: SAGE.