The only model that I know of is 'learning by doing'. This model is 'friendly' to understanding materials, working on problems and seeming what really works and what doesn't. The only problem with this is that it survives on the a very strong feedback channel. What i mean is that the teacher waits for questions and moments of confusion and ideally points you back in a moreoless 'right' direction. So what happens when you want to expand numbers in design schools? Will the old model of learning by doing still work? and if not, do we not expand numbers/ rely on technology as the solution... or....
Think about 'learning by teaching'.
Strangely, I had only partially written this post when Thalia commented on it, and it built my argument in a new and interesting way ... Lets see where this goes.
