Supporting Students' Self-Directed Experiences of Studio Learning in Communication Design: The Co-Creation of a Participatory Methods Process Model

Y

17

Student Experience; Case Studies; Foreign Countries; Workshops; Action Research; Participatory Research; Reflection; College Students; Higher Education; Models; Correlation; Educational Technology; Technology Uses in Education; Learner Engagement

United Kingdom; Australia

10.14742/ajet.4498

1449-5554

This interdisciplinary paper discusses the meaning of open, critical, communal, and discursive learning spaces in higher education. It draws on recent research (Marshalsey, 2017) that illuminates the relationship between sensory affect and learning in studio education. It focuses on the extension and development of new learning configurations in the design studio, augmented by technology enhanced learning. Sensory affect is a form of feedback that can be used by learners to analyse and interpret the impact of the learning environment around them. This study used sensory affect as a lens through which to understand students' experiences of practice-based learning in Communication Design spaces in two distinct higher education settings in the United Kingdom and Australia. The evolution of specialist design studio learning spaces, from physical studios to a blend of virtual and online educational environments, has led to significant debate about how to design, use and evaluate learning spaces for practice-based design disciplines. The paper uses the methods process model, based on participatory design tools (Marshalsey, 2017; Sanders & Stappers, 2008). The MPM supports students and educators to qualitatively interpret and critique their learning spaces more explicitly within their design education.

As Provided

48

2018

EJ1200115