nach oben

TechTrends

Erschienen in:

25.04.2016 | Original Paper

Design Studios in Instructional Design and Technology: What Are the Possibilities?

verfasst von: Dave S. Knowlton

Erschienen in: TechTrends | Ausgabe 4/2016

Einloggen, um Zugang zu erhalten

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Design studios are an innovative way to educate Instructional Design and Technology (IDT) students. This article begins by addressing literature about IDT design studios. One conclusion from this literature is that IDT studios have been theoretically conceptualized. However, much of this conceptualization is insular to the field of IDT and only narrowly considers studio pedagogy. This insularity and narrowness is odd, given both that design studios inherently are borrowed from other disciplines and pedagogy is a focus within IDT. Thus, this article identifies and analyzes the purposes of design studios as considered in other disciplines and through disparate lenses. These purposes can serve as the basis of prescriptive pedagogy.

Vorheriger Artikel A Framework for Open Textbooks Analytics System

Nächster Artikel Personal Learning Environments: A Solution for Self-Directed Learners

Austerlitz, N., & Aravot, I. (2007). Emotions of architecture students: A new perspective for the design studio. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 233–245). Gateshead: Urban International Press.

Blevis, E., Lim, Y., Stolterman, E., & Makice, K. (2008). The iterative design of a virtual design studio. TechTrends, 52(1), 74–83.CrossRef

Boling, E. (2004). Teaching a design model vs. developing instructional designers. Paper presented at the annual meeting of the Association of Educational Communication and Technology conference, Chicago, IL.

Boling, E., & Smith, K. M. (2014). Critical issues in studio pedagogy: Beyond the mystique and down to business. In B. Hokanson & A. Gibbons (Eds.), Design in educational technology: Design thinking, design process, and design studio (pp. 37–54). New York: Springer.CrossRef

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Leadership, 18(1), 32–42.

Campbell, K. (2015). The feminist instructional designer: An autoethnography. In B. Hokanson, G. Clinton, & M. W. Tracey (Eds.), The design of learning experience: Creating the future of educational technology (pp. 231–249). New York: Springer.CrossRef

Cennamo, K., Brandt, C., Scott, B., Douglas, S., McGrath, M., Reimer, Y., et al. (2011). Managing the complexity of design problems through studio-based learning. The Interdisciplinary Journal of Problem-Based Learning, 5(2), 12–36. doi:10.7771/1541-5015.1253.CrossRef

Clinton, G., & Hokanson, B. (2012). Creativity in the training and practice of instructional designers: the design/creativity loops model. Educational Technology Research and Development, 60(1), 111–130.CrossRef

Clinton, G., & Rieber, L. P. (2010). The studio experience at The University of Georgia: an example of constructionist learning for adults. Educational Technology Research and Development, 58(6), 755–780.CrossRef

Cross, N. (2011). Design thinking: Understanding how designers think and work. New York: Berg.

Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Perennial.

Elsheshtawy, Y. (2007). Creativity, science, and architecture: The role of research in the design studio. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 75–90). Gateshead: Urban International Press.

Habraken, J. N. (2007). To tend a garden: Thoughts on the strengths and limits of studio pedagogy. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 11–17). Gateshead: Urban International Press.

Hagopian, K. J. (2013). Rethinking the structural architecture of the college classroom. In D. S. Knowlton & K. J. Hagopian (Eds.), From entitlement to engagement: Affirming millennial students’ egos in the higher education classroom (pp. 7–18). San Francisco: Jossey-Bass.

Hassel, H., & Lourey, J. (2005). The dea(r)th of student responsibility. College Teaching, 53(1), 2–13.CrossRef

Hong, Y., & Choi, I. (2011). Three dimensions of reflective thinking in solving design problems: a conceptual model. Educational Technology Research & Development, 59(5), 687–710.CrossRef

Hooper, S., Rook, M. M., & Choi, K. (2015). Reconsidering the design of a learning design studio. In B. Hokanson, G. Clinton, & M. W. Tracey (Eds.), The design of learning experience: Creating the future of educational technology (pp. 63–76). New York: Springer.CrossRef

Kendall, S. (2007). Teaching studio exercises to help students manage distributed design. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 167–176). Gateshead: Urban International Press.

Knowlton, D. S. (2004). Never mind the prescriptions, bring on the descriptions: Students’ representations of inquiry-driven design. In M. Simonson & M. Crawford (Eds.), The Proceedings of the 27th Annual Convention of the Association for Educational Communications and Technology, 2 (pp. 369–374).

Knowlton, D. S. & Sharp, D. C. (2015). Students’ opinions of instructional strategies in a graduate-level creativity course. International Journal for the Scholarship of Teaching and Learning, 9(2), article 6. Retrieved August 7, 2015 from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/6.

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.

Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York: Routledge.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRef

Logan, C. (2007). Metaphor and pedagogy in the design practicum. International Journal of Technology Design Education, 18, 1–17.CrossRef

Love, T. (2007). Observations about contemporary design pedagogy. Harvard Design Magazine, 27, 96–99.

McConachie, S. M., & Petrosky, A. R. (Eds.). (2010). Content matters: A disciplinary approach to improving student learning. San Francisco: Wiley/Jossey-Bass.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). New York: Wiley.

Nelson, W. (2003). Learning by design. In D. S. Knowlton & D. C. Sharp (Eds.), Problem-based learning in the information age (pp. 39–44). San Francisco: Jossey-Bass.

Nelson, W. A., & Palumbo, D. B. (2014). When design meets Hollywood: Instructional design in a production studio environment. In B. Hokanson & A. Gibbons (Eds.), Design in educational technology: Design thinking, design process, and design studio (pp. 75–88). New York: Springer.CrossRef

Nelson, H. G., & Stolterman, E. (2014). The design way (2nd ed.). Cambridge: MIT Press.

Nelson, W. A., & Thomeczek, M. (2007). Design as a focus for technology integration: lessons learned from a PT3 project. Computers in the Schools, 23(3–4), 93–104.

Orey, M., Rieber, L. P., King, J., & Matzko, M. (2000). The studio: Curriculum reform in an instructional technology graduate program. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Owen, C. (2007). Design thinking: notes on its nature and use. Design Research Quarterly, 2(1), 16–27.

Petroski, H. (1992). To engineer is human: The role of failure in successful design. New York: Vintage Books.

Rieber, L. P. (2000). The studio experience: Educational reform in instructional technology. In D. G. Brown (Ed.), Teaching with technology: Seventy-five professors from eight universities tell their stories (pp. 195-196). Bolton: Anker Publishing Company. Retrieved from http://it.coe.uga.edu/studio/studioconcept.html.

Root-Bernstein, R., & Root-Bernstein, M. (2004). Artistic scientists and scientific artists: The link between polymathy and creativity. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 127–151). Washington, D.C.: The American Psychological Association.CrossRef

Salama, A. M., & Wilkinson, N. (2007a). Introduction: Addressing cognitive styles in studio pedagogy. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 187–192). Gateshead: Urban International Press.

Salama, A. M., & Wilkinson, N. (2007b). Introduction: Legacies for the future of design studio pedagogy. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 3–8). Gateshead: Urban International Press.

Schlossberg, E. (1998). Interactive excellence: Defining and developing new standards for the twenty-first century. New York: Ballantine Publishing Group.

Sims, P. (2011). Little bets: How breakthrough ideas emerge from small discoveries. New York: Free Press.

Smith, K. (2011). Curiositas and studiositas: investigating student curiosity and the design studio. International Journal of Art & Design Education, 33(2), 161–175.CrossRef

Song, L., & Hill J. (2004). Constructivist learning environments: What do students’ perspectives tell us? Paper presented at the annual conference of the American Educational Research Association. San Diego, CA.

Tracey, M. W. (2015). Design team collaboration with a complex design problem. In B. Hokanson, G. Clinton, & M. W. Tracey (Eds.), The design of learning experience: Creating the future of educational technology (pp. 93–108). New York: Springer.CrossRef

Tracey, M. W., & Boling, E. (2013). Preparing instructional designers and educational technologists: Traditional and emerging perspectives. In M. Spector, D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 653–660). New York: Springer.

Tracey, M. W., Hutchinson, A., & Grzebyk, T. Q. (2014). Instructional designers as reflective practitioners: developing professional identity through reflection. Educational Technology Research and Development, 62(3), 315–334.CrossRef

Tripp, S. D. (1994). How should instructional designers be educated? Performance Improvement Quarterly, 7(3), 116–126.CrossRef

Wallis, L. (2007). Building the studio environment. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 201–218). Gateshead: Urban International Press.

Wang, T. (2010). A new paradigm for design studio education. International Journal of Art & Design Education, 29(2), 173–183.CrossRef

West, R. E., & Hannafin, M. J. (2011). Learning to design collaboratively: participation of student designers in a community of innovation. Instructional Science, 39, 821–841.CrossRef

Yanar, A. (2007). Knowledge, skills, and indoctrination in studio pedagogy. In A. M. Salama & N. Wilkinson (Eds.), Design studio pedagogy: Horizons for the future (pp. 63–73). Gateshead: Urban International Press.

Yanchar, S. C., & Hawkley, M. (2014). “There’s got to be a better way to do this”: a qualitative investigation of informal learning among instructional designers. Educational Technology Research and Development, 62(3), 271–291.CrossRef

Titel: Design Studios in Instructional Design and Technology: What Are the Possibilities?
verfasst von: Dave S. Knowlton
Publikationsdatum: 25.04.2016
Verlag: Springer US
Erschienen in: TechTrends / Ausgabe 4/2016
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-016-0073-0

Springer Professional

Design Studios in Instructional Design and Technology: What Are the Possibilities?

Abstract

Premium Partner

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Weitere Artikel der Ausgabe 4/2016

Personal Learning Environments: A Solution for Self-Directed Learners

Collaborative Design of Technology-Enhanced Learning: What can We Learn from Teacher Talk?

The Practical Application of e-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers

Effects of Personalization and Invitation Email Length on Web-Based Survey Response Rates

Examining Multimedia Competencies for Educational Technologists in Higher Education

Review of Integrating Technology and Pedagogy: Improving Teaching and Learning in Higher Education by James A. Bernauer and Lawrence A. Tomei

Premium Partner