A visual tool for analysing teacher and student interactions in a design studio setting

Ferreira, João Canas; Christiaans, Henri; Almendra, Rita Assoreira

doi:10.1080/15710882.2015.1135246

Cited by 8 publications

(8 citation statements)

References 22 publications

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“…The frameworks chosen to explore design critiques vary pointing out different aspects of design critiques concerning designing, coaching, reasoning and knowledge building. The study of critique conversation, showing actors' cognitive behavior or emotional reactions, reveals the presence of design and co-design activities in review sessions (Dorta et al, 2016;Ferreira et al, 2016;Gero and Jiang, 2016) and divergence in their construct of design cognitive actions (Khaidzir and Lawson, 2013). Diverse sequences of reasoning and switches between knowledge organization have shown to enhance students' design quality (Wolmarans, 2016) and improve their learning outcome (Cardoso et al, 2016;Dong et al, 2016).…”

Section: Studies On Analyzing Design Critiquesmentioning

confidence: 99%

Exploration of Cognitive Design Behaviour During Design Critiques

Milovanovic¹,

Gero²

2018

Proceedings of the DESIGN 2018 15th International Design Conference

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The design studio pedagogy fosters a learning by designing model for students to develop designing skills. A methodology, based on protocol analysis and the FBS framework, is proposed to measure actors' design cognitive behavior and interaction throughout design critiques. Those metric measurements provide a quantitative understanding of their design activity during the critiques. A case study of four architectural critiques of a team of two students, across a semester, illustrates our methodology. The results point out differences in each actor's behavior, and their evolution across sessions.

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Section: Studies On Analyzing Design Critiquesmentioning

confidence: 99%

Exploration of Cognitive Design Behaviour During Design Critiques

Milovanovic¹,

Gero²

2018

Proceedings of the DESIGN 2018 15th International Design Conference

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“…The objectives of the critique are to evaluate the students' work, while providing constructive feedback on the design development. Empirical studies analyzing student/tutor design conversations in design critiques reveals the presence of design activities (Ferreira et al, 2016;Gero and Jiang, 2016) or verbal markers related to reasoning and reflection (Cardoso et al, 2014;Dong et al, 2016;Wolmarans, 2016). The content of the critiques depends on the studio tutors and guests during the juries.…”

Section: The Design Studio and Design Critiquesmentioning

confidence: 99%

Modeling Design Studio Pedagogy: A Mentored Reflective Practice

Milovanovic¹,

Gero

2020

Proc. Des. Soc.: Des. Conf.

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This paper explores the notion of mentored reflective practice to describe design studio pedagogy. Students learn how to design by doing design in the studio. Design critiques are a key element in design studio pedagogy as they capture a moment where students get feedback from their tutors on their designs. The research questions addressed concern the roles of each participant during design studio reviews and their interactions with design representations. The protocol analysis methodology and the Function Behavior Structure ontology are utilized to convey our case study analysis.

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“…Findeli, 2001;Oak and Lloyd, 2016;Wang, 2010). While reasons for this interest are manifold, perhaps the most important factor here is that design education focuses on close interaction between the educator and the student in the design studio (Ferreira, Christiaans and Almendra, 2016;McDonnell, 2016). Similarly, in their study focusing on MA and PhD students, Addison (2011) investigated affect and emotions as essential elements of design pedagogies, and Luh and Lu (2012) explored the connection between cognitive styles and passion.…”

Section: Literature Review On Passion In Relevant Disciplinesmentioning

confidence: 99%

Unfolding passion: Autoethnography on the emergence and impact of teacher’s passion in the design studio

Lehtonen¹,

Gatto²

2020

Proceedings of DRS

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While literature on (design) education understands passion as positively impacting learning experiences, our point of departure in this paper is to ask whether too much passion can be detrimental in the design studio. Using our autoethnographic accounts as design educators in a university recently established in the Middle Eastern and North African (MENA) region, we make visible broader social structures that granulate our analytical understanding of passion in the design studio. More specifically, our experiences highlight the temporality and contextuality of passion, and drawing on sociological studies on emotion work, we refer to the actions that individuals take to manage their passion as passion work. As passion work is a collection of activities balancing between individual desires and institutional frameworks, our findings contribute to the growing body of design education knowledge, with a conceptual lens oriented to unfold possible modes of passion-writing and its manifestations in the design studio.

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A visual tool for analysing teacher and student interactions in a design studio setting

Cited by 8 publications

References 22 publications

Exploration of Cognitive Design Behaviour During Design Critiques

Exploration of Cognitive Design Behaviour During Design Critiques

Modeling Design Studio Pedagogy: A Mentored Reflective Practice

Unfolding passion: Autoethnography on the emergence and impact of teacher’s passion in the design studio

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