First year industrial design studio-based teaching pedagogies and students’ engagement


Autoria(s): Chamorro-Koc, Marianella; Scott, Andrew
Data(s)

20/07/2012

Resumo

Student engagement tends to be viewed as a reflection of learning processes, and in the context of first year university studies, it is a crucial means of an educational process that establishes the foundations for successful later year studies (Krausse and Coates, 2008). In the context of first year design studio teaching in higher education, fostering students’ positive engagement poses challenges to design educators as current trends set these design studios to be large size classes that makes difficult to manage and follow up students’ individual learning experiences. At QUT’s first year industrial design studio classes we engage in a variety of teaching pedagogies from which we identify two of them as instrumental vehicles to foster positive student engagement. Concept bombs and the field trip experience provide such platform as shown in student responses through a learning experience survey.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/56045/

Publicador

IDEN

Relação

http://eprints.qut.edu.au/56045/1/IDEN2011_Chamorro_Koc_and_Scott_QUT.pdf

http://www.idenjournal.com/iden-journal-issue-1

Chamorro-Koc, Marianella & Scott, Andrew (2012) First year industrial design studio-based teaching pedagogies and students’ engagement. ID Educators Network (IDEN) Journal, 1(1), pp. 6-12.

Direitos

Copyright 2012 IDEN

Fonte

School of Design; Creative Industries Faculty

Palavras-Chave #120300 DESIGN PRACTICE AND MANAGEMENT #Industrial Design #Design education #Studio-based pedagogies #Student engagement
Tipo

Journal Article