Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement
Crowther, Philip (2013) Understanding the signature pedagogy of the design studio and the opportunities for its technological enhancement. Journal of Learning Design, 6(3), pp. 18-28.
This paper presents an analysis of the studio as the signature pedagogy of design education. A number of theoretical models of learning, pedagogy, and education are used to interrogate the studio for its advantages and shortcomings, and to identify opportunities for the integration of new technologies and to explore the affordances that they might offer. In particular the theoretical ideas of signature pedagogies, conversational frameworks, and pedagogical patterns are used to justify the ‘unique’ status of the studio as a dominant learning environment and mode of delivery within design education. Such analysis identifies the opportunities for technological intervention and enhancement of the design studio through a re-examining of its fundamental pedagogical signature. This paper maps the dimensions and qualities that define the signature pedagogy against a range of delivery modes and technological media forms. Through such investigation it seeks to identify appropriate opportunities for technology; in essence offering a structure or framework for the analysis of future enquiry and experimentation.
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|Item Type:||Journal Article|
|Keywords:||design, studio, signature pedagogy, learning design, architecture|
|Subjects:||Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > ARCHITECTURE (120100)|
|Divisions:||Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
|Copyright Owner:||Copyright 2013 Phillip Crowther|
|Copyright Statement:||This work is licensed under a Creative Commons Attribution 3.0 License|
|Deposited On:||19 Dec 2013 02:07|
|Last Modified:||05 Jan 2014 22:24|
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