Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education
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| Název: | Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education |
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| Autoři: | Wärnestål, Pontus, 1975 |
| Zdroj: | Journal of Information Technology Education. 15(1):35-52 |
| Témata: | Education, design studio learning, Human-Computer Interaction, user-centered design, formation and transformation of knowledge |
| Popis: | This paper examines how to leverage the design studio learning environment throughout longterm Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients. |
| Popis souboru: | electronic |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30358 https://doi.org/10.28945/3406 |
| Databáze: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | This paper examines how to leverage the design studio learning environment throughout longterm Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients. |
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| ISSN: | 21653151 2165316X |
| DOI: | 10.28945/3406 |