Pedagogical Infrastructures of Design Studio Learning

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Sammanfattning

In the design studio, within educational contexts, sketching, model-making and prototyping of tangible objects are parts of the design process that support students in achieving final design solutions. This paper presents research in which three design experiments involving design studio settings, using a Learning by Collaborative Designing model for supporting knowledge-creating learning for university-level craft teacher education, were undertaken. The design studios aimed at guiding first-year students to appropriate professional processes and practices of design. The Pedagogical Infrastructure Framework was applied to analyse the social, epistemic, cognitive and material-technical aspects of three design-studio settings. Through meta-analysis of the three experiments we asked: What can we learn from these design studio experiments about the pedagogical infrastructure that supports creative design practices of working with design knowledge, tools and technologies in a real learning setting? As a result of the experiments we discuss the limitations and opportunities of these pedagogical settings, as well as considerations for future development of studio-based settings as pedagogic innovations emerging for integrating material-technical and socio-digital technologies, practices and spaces for learning.
Originalspråkengelska
TidskriftJournal of textile design, research and practice
Volym4 (2016)
Utgåva2
Sidor (från-till)155-181
Antal sidor26
ISSN2051-1787
DOI
StatusPublicerad - 24 maj 2017
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

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abstract = "In the design studio, within educational contexts, sketching, model-making and prototyping of tangible objects are parts of the design process that support students in achieving final design solutions. This paper presents research in which three design experiments involving design studio settings, using a Learning by Collaborative Designing model for supporting knowledge-creating learning for university-level craft teacher education, were undertaken. The design studios aimed at guiding first-year students to appropriate professional processes and practices of design. The Pedagogical Infrastructure Framework was applied to analyse the social, epistemic, cognitive and material-technical aspects of three design-studio settings. Through meta-analysis of the three experiments we asked: What can we learn from these design studio experiments about the pedagogical infrastructure that supports creative design practices of working with design knowledge, tools and technologies in a real learning setting? As a result of the experiments we discuss the limitations and opportunities of these pedagogical settings, as well as considerations for future development of studio-based settings as pedagogic innovations emerging for integrating material-technical and socio-digital technologies, practices and spaces for learning.",
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Pedagogical Infrastructures of Design Studio Learning. / Seitamaa-Hakkarainen, Pirita; Härkki, Tellervo; Lahti, Henna; Hakkarainen, Kai.

I: Journal of textile design, research and practice, Vol. 4 (2016), Nr. 2, 24.05.2017, s. 155-181.

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

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