Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques
TL;DR: In this article, the authors explored the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique.
Abstract: This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student
change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus
group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust
between a tutor and students in the feedback processes weakens the students’ effective learning experiences.
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20 Jul 2020
TL;DR: In this article, the authors make a critical reading on the constraints and potentials that emerge through the transition from face-to-face to screen to screen teaching and learning experiences in design education during the COVID-19 pandemic.
Abstract: This study aims to make a critical reading on the constraints and potentials that emerge through the transition from face-to-face to screen-to-screen teaching and learning experiences in design education during the COVID-19 pandemic. By making a critical reading of current discussions, mostly in narrative surveys, on architectural design education, it is attempted to re-contextualize the emerging concepts of the remote teaching and learning to the broader context of design studio pedagogy literature. The theoretical framework of the study is based on the model developed by Shaffer (2003) regarding the three main elements of the design studio pedagogy as (1) “surface structures”, (2) “pedagogical forms” and (3) “epistemological principles.” The study revealed that the current situation, on the one hand, opened the ways for us to test “new” tools, methods and experiences of teaching and learning, and on the other hand, allowed us to better understand the potentials and well-functioning aspects of the “existing” pedagogical models. Rather than reducing the discussions on remote teaching and learning to a ‘technology-driven’ paradigm change in design education, future research should focus on the effects of changing pedagogical tools and practices on the manifold dimensions of ‘human learning’, which in turn will have implications for the epistemology of design pedagogy.
16 citations
Cites background from "Changing pedagogic identities of tu..."
...In the design studio the pedagogical roles of the tutor inform the ways in which students learn how to design, how they develop design expertise and how they perceive themselves as members of a community of designers (Yorgancıoğlu & Tunalı, 2020, p. 22)....
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TL;DR: In this article , the influence of the COVID-19 pandemic on architecture education during the lockdown in Saudi Arabia, as well as the new normal that has emerged is investigated.
Abstract: PurposeThe purpose of this paper is to determine the influence of the COVID-19 pandemic on architecture education during the lockdown in Saudi Arabia, as well as the new normal that has emerged. This indicates the potential to develop frameworks and strategies for adapting architectural pedagogy modes to unexpected situations.Design/methodology/approachThis study is based on qualitative research with phenomenological aspects, focusing on a phenomenon experienced by a group of people involved in a Bachelor of Architecture degree program. This paper uses data collected from a literature study, as well as interviews conducted at the College of Engineering and Islamic Architecture of Umm Al-Qura University in Saudi Arabia; the data sources include tutors, students and recent graduates with common teaching and learning experiences in design studios.FindingsThe study shows the feasibility of conducting part of the design course in a distance mode and the rest as on-campus attendance, to ensure effectiveness and to produce quality architectural designs with maximum detail. However, research reveals that both students and educators need greater awareness of the self-learning process.Originality/valueThe research value lies in exploring how the imposition of a distance architecture design studio due to the COVID-19 lockdown has potentially established a new pedagogical model for teaching architecture design studio.
1 citations
TL;DR: In this paper , the authors present a reflection on a common strategy for the education of designers, the studio, in relation to the dynamic evolution of design practice, based on ethnographic observations of service designers as they engaged with clients from the public policy sector.
Abstract: This article presents a reflection on a common strategy for the education of designers – the studio – in relation to the dynamic evolution of design practice. This reflection is based on ethnographic observations of service designers as they engaged with clients from the public policy sector. These observations provoked a critical questioning of the way that design education is realized through the simulation of practice in studio settings and the ability to respond to the dynamic evolution of designers’ practice when faced with novel challenges. The article concludes with a suggestion for moving from an understanding of studio pedagogy as a predominantly spatial setting towards that of the studio as an open organizational form that might be capable of more appropriately integrating the socially distributed and boundary-crossing character of modern design practice.
1 citations
TL;DR: In this paper , the most relevant articles for the review were identified by applying an inclusion and exclusion criteria based on a rubric developed to find answers to the research questions developed, and 50 articles were selected by eliminating the non-related and non-suitable articles based on the Rubric developed.
Abstract: Abstract The architectural design process is a unique process that has its inherent phases with specific activities within. Exploring and identifying the real design process which occurs within the conventional design studio is the key focus of this study. This study was carried out by adopting systematic literature review methodology. The most relevant articles for the review were identified by applying an inclusion and exclusion criteria based on a rubric developed to find answers to the research questions developed. For the literature review, 50 articles were selected by eliminating the non-related and non-suitable articles based on the rubric developed. The data was analysed by the content analysis based on the Grounded Theory. Grounded Theory was applied to generate a theory based on the data or findings. The results have given data to draw a Design Process model which is specific for architectural design studio practice. It is evident that the lack of integrating the intended user in the design process has impacted the solutions. Furthermore, many scholars have discussed the architectural design process, but there is a significant gap in discussing the involvement of users and context during the design process.
1 citations
TL;DR: In this article , the authors defined the nature of poly-artistic competence in specialists of art and pedagogical direction specialists and defined the methodical conditions of its formation, embracing the updating of the educational process, use of interactive technologies and methods of personality-oriented learning, the introduction of integration of different levels, etc.
Abstract: The relevance of the initiated research is determined by a few dominating challenges of modern art and pedagogical education. In particular, these are the interaction between the participants in the educational process, given the spread of the pandemic; insufficient development of ways to form the professional competence in students of art and pedagogical specialties; the inertia of art and pedagogical education and, as a consequence, the slow introduction of innovations in higher education; the insufficient reflection of the principles of poly-arts education in art and pedagogical studies.
The nature of poly-arts competence in specialists of art and pedagogical direction specialists has been redefined and adjusted. This competence is interpreted as an integral professional quality of personality. The methodical conditions of its formation have been outlined, embracing the updating of the educational process, use of interactive technologies and methods of personality-oriented learning, the introduction of integration of different levels, etc. Neuropedagogical prerequisites of formation of poly-artistic competence for students of art and pedagogical directions are defined. We have also identified interrelated and complementary aspects of poly-artistic competence (cognitive, reflexive, methodological and procedural), as well as directions of their development.
Prospects for further research lie with the development of the methodological formation of poly-artistic competence for students in art and pedagogical specialties and the subsequent testing of its effectiveness in an actual educational process.
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TL;DR: In this paper, the authors describe an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose and also about how they set about reading the passages.
Abstract: Summary. This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing.
4,290 citations
TL;DR: A revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students is produced, using fewer items.
Abstract: Aim. To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items. Method. A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis. Sample. The sample for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh sample of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version. Results. The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two-factor structure. Both deep and surface approach scales had well identified motive and strategy subscales. Conclusion. The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students.
1,823 citations
TL;DR: Based on the Situational Leadership model of Hersey and Blanchard (1988), the Staged Self-Directed Learning Model proposes that learners advance through stages of increasing self-direction and that...
Abstract: Based on the Situational Leadership model of Hersey and Blanchard (1988), the Staged Self-Directed Learning Model proposes that learners advance through stages of increasing self-direction and that...
948 citations
TL;DR: A review of the field of research in expertise in design can be found in this paper, where the authors focus on expert performance in design and design expertise in other fields, and it seems that expertise has some aspects that are significantly different from expertise from other fields.
Abstract: This is a review paper of the field of research in expertise in design. There has been a growth of empirical and formalised study of designer behaviour, and this paper focuses specifically on expert performance. Some background information from the study of expertise in other fields is introduced. The studies of design expertise that are reviewed refer to expert vs. novice performance, expert designer behaviour and outstanding designers. It seems that expertise in design has some aspects that are significantly different from expertise in other fields.
907 citations
TL;DR: In this paper, a review of publications that are concerned with the architecture design studio as well as other areas of design, the authors identify a basic set of factors that enable them to articulate the variables that affect the practice of critiquing in design studios.
Abstract: While critiquing is generally recognized as an essential pedagogical tool in architecture design studios, no systematic attempt has been made to develop a descriptive theory that can account for the complexity of critiquing. Various studies exist that describe the design studio, but many of these provide fragmentary descriptions of critiquing. In this paper, through a review of publications that are concerned with the architecture design studio as well as other areas of design, we identify a basic set of factors that enable us to articulate the variables that affect the practice of critiquing in design studios. Based on these factors, we then propose a conceptual framework that allows studio instructors to systematically plan and examine their critiquing practice.
148 citations