The “right kind of telling”: knowledge building in the academic design studio

Cennamo, Katherine S.; Brandt, Carol B.

doi:10.1007/s11423-012-9254-5

Cited by 60 publications

(56 citation statements)

References 20 publications

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“…Firstly, legitimate peripheral learning within a community of practice identified by Lave and Wenger (1991). Secondly, based on Lave and Wenger, the activity of listening-in identified in a design studio setting by Cennamo and Brandt (2012). Thirdly, the online equivalent of the former two known as 'lurking' in distance learning, where students are viewing/reading but not contributing to online tools such as forums, online tutorials, or discussion groups (Beaudoin 2002;Dennen 2008;Schneider et al 2013).…”

Section: Listening-inmentioning

confidence: 99%

“…The literature on general social learning was applicable but not completely or perfectly. Hence, further work to develop ideas of social learning within a design education setting would be of benefit, as exemplified by the development of listening-in as the design relevant form of legitimate peripheral learning (Cennamo and Brandt 2012).…”

Section: Limitations and Further Workmentioning

confidence: 99%

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A longitudinal study of virtual design studio (VDS) use in STEM distance design education

Jones

Lotz

Holden

2020

Int J Technol Des Educ

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The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as 'listening-in' (viewing other students' work) and student success, as well as behaviour shifts from 'passive' to 'active' engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.

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Section: Listening-inmentioning

confidence: 99%

Section: Limitations and Further Workmentioning

confidence: 99%

A longitudinal study of virtual design studio (VDS) use in STEM distance design education

Jones

Lotz

Holden

2020

Int J Technol Des Educ

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“…In addition to an appropriate location, this space needs suitable pedagogical methods (Cennamo & Brandt, 2012). These methods are somewhat different from traditional classes.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating a creativity, innovation, and design studio within an academic library

Zaugg

Warr

2018

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Integrating a creativity, innovation, and design studio within an academic library" (2018). All Faculty Publications. 2062. https://scholarsarchive.byu.edu/facpub/2062 Integrating a Creativity, Innovation, and Design Studio within an Academic Library PurposeThis presentation describes the efforts to set up a Creativity, Innovation, and Design (CID) studio within an academic library. The presentation will describe the reasons for creating a CID studio, assessment of the pilot study, and next steps. Design, methodology or approachThe assessment used surveys, interviews, focus groups and observations of students and faculty to determine how well the CID fits into the library. FindingsInitial findings indicate that the CID studio is a good fit within the library space as learning activities in it support collaboration, discovery, and integration of library services.However, noise issues, equipment needs, and expansion of space are key future needs. Research or practical limitations or implicationsAs libraries move from simple repositories of information to places of learning and collaboration, a CID studio space provides an opportunity to integrate learning opportunities with library services. ConclusionsThrough the first iteration, the CID has a unique and purposeful place within an academic library. It provides the opportunity for greater integration of library services. However, future iterations need to address key issues of space, equipment, and noise.Where possible, the following descriptions include the course name, instructor(s) and their college affiliation, and a description of the course taught.Fundación Paraguay. Jeff Sheets (Laycock Center Director) and Todd Manwaring (Ballard Center for Economic Self-Reliance) challenged students to design a product that would generate social change. Students collaborated with Martin Burt, founder of Fundación Paraguaya, to promote Burt's Poverty Stoplight program. This program creates statistical and visual representations of poverty in Paraguay ("Fundacion Paraguaya: Poverty stoplight," 2014). The data identified how to best help families and can be shared with other nonprofit organizations. Students worked together to create a commercial and documentary for the organization. A small group of students also traveled to Paraguay to meet with Burt, conduct interviews, and collect film footage.Children's storybooks creation. Students from the English, Visual Arts, and Advertising disciplines worked together to write, illustrate, and publish children's books.Alternate reality science game (DUST) design and promotion. Jeff Sheets (Laycock Center Director), Derek Hansen (College of Engineering and Technology), and Steven Shumway (College of Engineering and Technology) led students in this Spring 2014 course. Students collaborated with the University of Maryland, NASA, and the Computer History Museum to develop and promote an alternate reality game focused on teaching science principles to teenagers. The National Science Foundation funded this project and students plan to con...

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“…Many areas of study have benefitted from the design studio approach (Cennamo & Brandt, 2012). Offering a course that employs a studio design provides the opportunity for exchanging ideas, sharing artifacts, and developing community deeply and quickly (Clinton & Rieber, 2005).…”

Section: Design Studio Learning Environmentmentioning

confidence: 99%

Course Design using an Authentic Studio Model / Restructuration de cours au moyen d’un authentique modèle de studio de design

Wilson¹

2013

CJLT / RCAT

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Educational Technology and Design 879 is a graduate course that introduces students to the basics of video design and production. In an attempt to improve the learning experience for students a redesign of the course was implemented for the summer of 2011 that incorporated an authentic design studio model. The design studio approach is based on the idea of working and learning in a shared space. Offering a course that employs a studio design model provides the opportunity for exchanging ideas, sharing artifacts, and developing community more deeply and more quickly. What makes this course offering different is the combination of authentic tasks incorporating both online and face-to-face design studio environments. This paper will describe how a studio design approach combined with an authentic learning design was implemented and what was learned. RésuméEducational Technology and Design 879 est un cours d'études supérieures initiant les étudiants aux rudiments de la conception et de la production vidéo. Pour améliorer l'expérience d'apprentissage, une refonte du cours a été entreprise à l'été 2011 en intégrant un authentique modèle de studio de design. L'approche « studio de design » repose sur l'idée d'un travail et d'un apprentissage réalisés dans un espace partagé. Un cours utilisant un modèle de studio de design offre la possibilité d'échanger des idées, de partager des artefacts et de développer une communauté plus en profondeur et plus rapidement. Ce qui rend ce cours unique est la combinaison de tâches authentiques qui incorporent des environnements de studio de design à la fois en ligne et en face à face. Cet article décrit comment une approche « studio de design » combinée à une conception d'apprentissage authentique a été mise en oeuvre et ce qu'on en a appris.

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The “right kind of telling”: knowledge building in the academic design studio

Cited by 60 publications

References 20 publications

A longitudinal study of virtual design studio (VDS) use in STEM distance design education

A longitudinal study of virtual design studio (VDS) use in STEM distance design education

Integrating a creativity, innovation, and design studio within an academic library

Course Design using an Authentic Studio Model / Restructuration de cours au moyen d’un authentique modèle de studio de design

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