A Framework for Re Thinking the Pedagogy of Studio-based Design Classrooms
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Sinfield, David
Cochrane, Thomas
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The Centre for Learning and Teaching (CfLAT), AUT University
Abstract
This 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.
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Atelier, Social learning environments, Rhizomatic learning, Ontological pedagogies, Heutagogy, Design-based research, Collaborative curriculum design
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Pacific Journal of Technology Enhanced Learning, 2(2), 31-44. https://doi.org/10.24135/pjtel.v2i2.77
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Creative Commons (CC-BY-NC 4.0)
The 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.
The 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.
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Except where otherwise noted, this item's license is described as Creative Commons (CC-BY-NC 4.0)