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Studio Use in Distance Design Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Studio Use in Distance Design Education./
作者:	Jones, Derek.
面頁冊數:	1 online resource (230 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29310810click for full text (PQDT)
ISBN:	9798351486802

Studio Use in Distance Design Education.
Jones, Derek.

Studio Use in Distance Design Education. - 1 online resource (230 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Open University (United Kingdom), 2021.

Includes bibliographical references

This Portfolio of Work presents research from eleven publications and a covering paper on the subject of studio use in distance design education. The covering paper describes recent history, traditions and contexts of design education, outlining major theories and thinking that continue to influence scholarship, research and practice in the area. The publications build on this body of work and reflect contemporary scholarship and technologies, focusing on how these have affected studio learning and teaching in distance and online settings.The themes that emerge are themselves rich areas of emerging scholarship in design education, including: social comparison and learning, design presence and online learning interactions, extended and conceptual models of studio, and the importance of acknowledging the invisible and hidden learning that takes place in design studios of all kinds. Appropriate to these themes are the range of methodologies applied in the publications that demonstrate a similar breadth of approach to knowledge acquisition and construction, ranging from phenomenology and critical theory to pragmatic and empirical statistical analyses. Key to exploring both themes and methods is how this knowledge is utilised pragmatically and appropriately in a complex educational setting such as the design studio and the thesis demonstrates that, like design practice itself, both the activity and outcome of research are inseparably linked as part of the process of constructing knowledge of the phenomenon of studio. As a whole, the thesis offers a broader perspective of studio as a socio-complex educational praxis, framing studio as a conception in itself: a shared, persistent, and emergent idea that enables and supports the learning ecology that is the design education studio.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351486802Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Studio Use in Distance Design Education.
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502 $a Thesis (Ph.D.)--Open University (United Kingdom), 2021.
504 $a Includes bibliographical references
520 $a This Portfolio of Work presents research from eleven publications and a covering paper on the subject of studio use in distance design education. The covering paper describes recent history, traditions and contexts of design education, outlining major theories and thinking that continue to influence scholarship, research and practice in the area. The publications build on this body of work and reflect contemporary scholarship and technologies, focusing on how these have affected studio learning and teaching in distance and online settings.The themes that emerge are themselves rich areas of emerging scholarship in design education, including: social comparison and learning, design presence and online learning interactions, extended and conceptual models of studio, and the importance of acknowledging the invisible and hidden learning that takes place in design studios of all kinds. Appropriate to these themes are the range of methodologies applied in the publications that demonstrate a similar breadth of approach to knowledge acquisition and construction, ranging from phenomenology and critical theory to pragmatic and empirical statistical analyses. Key to exploring both themes and methods is how this knowledge is utilised pragmatically and appropriately in a complex educational setting such as the design studio and the thesis demonstrates that, like design practice itself, both the activity and outcome of research are inseparably linked as part of the process of constructing knowledge of the phenomenon of studio. As a whole, the thesis offers a broader perspective of studio as a socio-complex educational praxis, framing studio as a conception in itself: a shared, persistent, and emergent idea that enables and supports the learning ecology that is the design education studio.
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