A Framework for Re Thinking the Pedagogy of Studio-based Design Classrooms

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aut.relation.endpage44
aut.relation.issue2en_NZ
aut.relation.journalPacific Journal of Technology Enhanced Learningen_NZ
aut.relation.startpage31
aut.relation.volume2en_NZ
aut.researcherSinfield, David
dc.contributor.authorSinfield, Den_NZ
dc.contributor.authorCochrane, Ten_NZ
dc.date.accessioned2021-01-11T02:27:06Z
dc.date.available2021-01-11T02:27:06Z
dc.description.abstractThis paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.en_NZ
dc.identifier.citationPacific Journal of Technology Enhanced Learning, 2(2), 31-44. https://doi.org/10.24135/pjtel.v2i2.77
dc.identifier.doi10.24135/pjtel.v2i2.77en_NZ
dc.identifier.issn2624-4705en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/13902
dc.publisherThe Centre for Learning and Teaching (CfLAT), AUT Universityen_NZ
dc.relation.urihttps://ojs.aut.ac.nz/pjtel/article/view/77
dc.rightsThe journal provides open access to all of its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. All articles are made available using a Creative Commons (CC-BY-NC 4.0) internationally shareable licence, meaning that content may be shared worldwide but the source must be acknowledged appropriately. However, the licence excludes the right to create derivatives (for more details please see https://creativecommons.org/licenses/by-nc/4.0/).
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectAtelier; Social learning environments; Rhizomatic learning; Ontological pedagogies; Heutagogy; Design-based research; Collaborative curriculum design
dc.titleA Framework for Re Thinking the Pedagogy of Studio-based Design Classroomsen_NZ
dc.typeJournal Article
pubs.elements-id396557
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Design & Creative Technologies
pubs.organisational-data/AUT/Design & Creative Technologies/Art & Design
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies
pubs.organisational-data/AUT/PBRF/PBRF Design and Creative Technologies/PBRF Art and Design
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