Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Teaching Design from a Distance: A Case Study of Virtual Design Studio Teaching via a Social Network
Design Studio teaching has been an established method in art and design academia for over 80 years. In design studio, theoretical knowledge and practical skills mix. The design process is taught by living through it, thus accessing deeper levels of cognitive, technical, and social skills. Studio facilitates experimentation, exploration, and synthesis, along with team working and peer-learning. Virtual Design Studio (VDS) addresses the same needs in online design education, but has three significant differences: geographically distributed participants; teaching and learning via digital objects; and asynchronous or/and synchronous communication. Asynchronous increases schedule flexibility, but written communication is more time-consuming than discussion. Additionally, the large amount of data to be processed and the required feedback increases one’s workload. VDS feedback is not immediate and is limited to only uploaded designs, thus affecting subsequent developments of student drafts. Since interaction between participants depends on practical and psychological constraints and ICT skills, it may not be as focused, rich or immediate as in the traditional studio. Although several VDS solutions have emerged in the past two decades, yet there is no single established design-teaching model that replicates the design studio method. Nevertheless, most current ICT technologies, including social media, share several common core features: emphasis on cooperation, reliance on a common set of tools, merge of synchronous and asynchronous communication, easy remote access etc. As people’s skills are constantly evolving in the use of digital tools and social media, the integration of the latter into VDS gradually moves design tutors from teaching and makes them facilitators of learning, while all participants become stakeholders of classroom interaction. The current paper explores the aforementioned notion through the use of the deviantArt (dA) platform (a dynamic online studio) in a design teaching method. The study reports on ...
Teaching Design from a Distance: A Case Study of Virtual Design Studio Teaching via a Social Network
Design Studio teaching has been an established method in art and design academia for over 80 years. In design studio, theoretical knowledge and practical skills mix. The design process is taught by living through it, thus accessing deeper levels of cognitive, technical, and social skills. Studio facilitates experimentation, exploration, and synthesis, along with team working and peer-learning. Virtual Design Studio (VDS) addresses the same needs in online design education, but has three significant differences: geographically distributed participants; teaching and learning via digital objects; and asynchronous or/and synchronous communication. Asynchronous increases schedule flexibility, but written communication is more time-consuming than discussion. Additionally, the large amount of data to be processed and the required feedback increases one’s workload. VDS feedback is not immediate and is limited to only uploaded designs, thus affecting subsequent developments of student drafts. Since interaction between participants depends on practical and psychological constraints and ICT skills, it may not be as focused, rich or immediate as in the traditional studio. Although several VDS solutions have emerged in the past two decades, yet there is no single established design-teaching model that replicates the design studio method. Nevertheless, most current ICT technologies, including social media, share several common core features: emphasis on cooperation, reliance on a common set of tools, merge of synchronous and asynchronous communication, easy remote access etc. As people’s skills are constantly evolving in the use of digital tools and social media, the integration of the latter into VDS gradually moves design tutors from teaching and makes them facilitators of learning, while all participants become stakeholders of classroom interaction. The current paper explores the aforementioned notion through the use of the deviantArt (dA) platform (a dynamic online studio) in a design teaching method. The study reports on ...
Teaching Design from a Distance: A Case Study of Virtual Design Studio Teaching via a Social Network
Fotaris, Panagiotis (Autor:in) / Mavrommati, Irene (Autor:in) / Mastoras, Theodoros (Autor:in) / Leinfellner, Richard (Autor:in)
06.07.2015
Fotaris , P , Mavrommati , I , Mastoras , T & Leinfellner , R 2015 , Teaching Design from a Distance: A Case Study of Virtual Design Studio Teaching via a Social Network . in 7th International Conference on Education and New Learning Technologies EDULEARN157th International Conference on Education and New Learning Technologies EDULEARN15 . IATED Academy , Barcelona, Spain , pp. 4603-4613 , 7th International Conference on Education and New Learning Technologies EDULEARN157th International Conference on Education and New Learning Technologies EDULEARN15 , 6/07/15 . < https://library.iated.org/view/FOTARIS2015TEA >
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
DDC:
720
Teaching design from a distance: the deviantArt case of Virtual Design Studio
| BASE | 2012
Studio Teaching without Meeting: Pedagogical Aspects of a Virtual Design Studio
| British Library Conference Proceedings | 1997