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dc.contributor.authorSosa Medina, Ren_NZ
dc.contributor.editorBörekçi, NAGZen_NZ
dc.contributor.editorKoçyıldırım, DÖen_NZ
dc.contributor.editorKorkut, Fen_NZ
dc.contributor.editorJones, Den_NZ
dc.date.accessioned2020-01-07T02:07:33Z
dc.date.available2020-01-07T02:07:33Z
dc.date.copyright2019-11-21en_NZ
dc.identifier.citationProceedings of DRS Learn X Design 2019: Insider Knowledge, Fifth International Conference for Design Education Researchers, 9-12 July 2019, Middle East Technical University, Ankara, Turkey, pp. 69-76.
dc.identifier.urihttp://hdl.handle.net/10292/13078
dc.description.abstractThe design brief is considered a pivotal component in studio-based learning, yet there is a paucity of studies on the student brief genre in design education research. This work seeks to contribute by examining brief qualities from a variety of relevant sources that can help tertiary educators name, define, frame, evaluate, and present student briefs. The paper draws from the scant but growing academic literature on this topic, as well as from textbooks and publications on professional practice and design competitions. A dozen qualities are articulated from the literature that shape the purpose, content and context of briefs. Of special interest are the affective qualities of briefs, the interplay between project outcomes, learning objectives and assessment criteria, and the degree to which student briefs are execution dependent. A research agenda concludes the paper to comprehensively study the effects of design briefs in studio-based learning.
dc.publisherDesign Research Society (DRS)
dc.relation.urihttps://drslxd19.id.metu.edu.tr/en_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectProblem space; Design projects; Design tasks; Reflective practice
dc.titleQualities of Design Briefs for Studio Learningen_NZ
dc.typeConference Contribution
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.21606/learnxdesign.2019.09005en_NZ
aut.relation.endpage76
aut.relation.startpage69
pubs.elements-id366825
aut.relation.conferenceInternational Conference for Design Education Researchersen_NZ


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