12th annual International Technology, Education and Development Conference (INTED2018) in Valencia (Spain) on 5-7 March, 2018, the paper "Delivery of a module on design for social change and innovation in the final year of an undergraduate degree". A relatively new challenge for Higher Education (HE) is how to facilitate and deliver the skills and competencies required for graduates to engage effectively with design for social change and innovation. This instructional challenge stems predominantly from a trend in recent years to address diverse and large-scale social challenges through design thinking and associated strategies geared towards social interventions. HE responses in this area remain mostly fragmented, piecemeal and inconsistent, comprising mostly of isolated initiatives. No benchmarks or guidelines exist to provide for educational standards.


Cohosts and Coorganisers: The 17th World Conference on Mobile and Contextual Learning (Larnaka). mLearn is the leading international conference on mobile and contextual learning, organised by IAmlearn. The conference takes place at a different venue each year, and has been hosted in places such as Finland, Australia, South Africa, Qatar, Canada, Cyprus, and Turkey, among other locations.


'Design for social change and design education: Social challenges versus teacher-centred pedagogies': The 12th European Academy of Design (EAD2012) Conference hosted by Sapienza University of Rome in Italy, and it will foster discussion among designers, academics and experts about the articulated scenario of contemporary design and its perspectives, with intent to nurture diversity and interdisciplinarity. Abstract: Increasingly, various design-related processes are employed to address social issues. Design for social change entails the adoption of a variety of strategies that at their core are human-centred. There is an expectation that design education should cater for the competencies that will allow graduates to deal successfully with the challenge of design for social change. However, teacher-centered instructional approaches neglect end-users; they are not human-centered.