|
|||||
|
|
A theoretical framework for the studio as a learning environment |
|
| Authors: | Carol B. Brandt Katherine Cennamo Sarah Douglas Mitzi Vernon Margarita McGrath Yolanda Reimer |
| Affiliation: | 1. Department of Curriculum, Instruction, & Technology Education, Temple University, Philadelphia, PA, 19122, USA 2. Department of Learning Sciences and Technology, Virginia Polytechnic Institute and State University, Blacksburg, VA, 24061, USA 3. Department of Computer and Information Science, University of Oregon, Eugene, OR, 97403, USA 4. School of Architecture + Design, Industrial Design Program, Virginia Polytechnic Institute and State University, Blacksburg, VA, 24061, USA 5. School of Architecture + Design, Architecture Program, Virginia Polytechnic Institute and State University, Blacksburg, VA, 24061, USA 6. Department of Computer Science, University of Montana, Missoula, MT, 59812, USA |
| Abstract: | In this article we describe a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge: epistemology. In our development of this framework, we came to understand how disciplinary underpinnings and academic culture shape the ways that studio is enacted. Using practice theory, we illustrate our framework with two examples—one in Industrial Design and another in Human Computer Interaction—that demonstrate the ways in which the studio can act as a bridge between academic and professional communities. We came to see the studio as a unique practice community that connects academic and professional contexts. We argue that successful implementation of studio-based learning involves an awareness of disciplinary canons, ontological approaches to knowledge, and the academic constraints on studio-based approaches to learning. |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ | |