Managing the Complexity of Design Problems through Studio-based Learning

Abstract

The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class, an architecture class, and three human-computer-interaction classes was to develop a crossdisciplinary understanding of the goals and expectations for students in a SBL environment and the ways in which experienced facilitators assist students in solving complex design problems. The expectations that students are to iteratively generate and refine design solutions, communicate effectively, and collaborate with others establishes the studio as a dynamic place where students learn to experiment on their own, to teach and to use all studio members as resources in that search. Instructors support students as they grapple with complexity of design problem-solving through pedagogical practices that include assignments, associated meta-discussions, explicit prompts, reminders, modeling, and coaching. Using sample illustrations from our cross-case analysis, we present the studio method as a legitimate constituent of problem-based learning methods.

Producing an Online Undergraduate Literary Magazine: A Guide to Using Problem-Based Learning in the Writing and Publishing Classroom

“…Using Savery's (2006) definitions, self-assessment and peer assessment are integral parts of PBL, and students must get regular feedback about their performances and how they are meeting the goals of the project (Cennamo, et. al., 2011).…”

“…This is especially central to PBL, where the goal is to create classroom experiences that are authentic to the problems students will face in the real world (Savery, 2006;Dunlap, 2006;Cennamo et. al., 2011).…”

“…Studies have illustrated a higher level of creativity for students in PBL over traditional lecture models (West, Williams, & Williams, 2013). Creating a 21 st century literary magazine requires extensive space for imagination and design, and PBL offers this space (Cennamo et al, 2011).…”

The Anatomy of a Multi-Sensory Design Course: Happy Sound Object

“…The authors of this article believe that getting maximum benefit from both approaches is essential for an effective and efficient studio course. Cennamo et al (2011) summarize studio class norms across different studios as generating and refining design solutions, communicating and collaborating. According to Cennamo et al (2011) the learning outcomes related to these norms can be summarised as follows:…”

Approaches to Coaching Students in Design Reviews

“…According to Uluoğlu (2000), coaching in architecture studios should include demonstrating how to perform design acts and describing and interpreting design situations. In industrial design, Cennamo et al (2011) recommend meta-discussions that target deep and potentially transformative learning. In our own work, we identified four patterns of coaching evident in mechanical engineering design, industrial design, and choreography design reviews (Adams, Forin, Chua & Radcliffe, 2016): (1) directing a student's attention to an aspect of their design and asking them to articulate their reasoning, (2) driving a design conversation to help a student make conceptual connections or see fallacies in their design thinking, (3) offering in-themoment metacognitive perspectives on design thinking, and (4) directing a student's attention to anticipate difficulties and providing guidance for the student to make their own informed decision and develop their voice as designers.…”