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dc.contributor.authorSinfield, D
dc.contributor.authorCochrane, T
dc.date.accessioned2021-01-03T21:00:46Z
dc.date.available2021-01-03T21:00:46Z
dc.date.issued2020
dc.identifier.citationSinfield, D. & Cochrane, T. (2020). A framework for re thinking the pedagogy of studio-based design classrooms. Pacific Journal of Technology Enhanced Learning, 2 (2), pp.31-44. https://doi.org/10.24135/pjtel.v2i2.77.
dc.identifier.issn2624-4705
dc.identifier.urihttp://hdl.handle.net/11343/258502
dc.description.abstractThis paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.
dc.publisherAuckland University of Technology (AUT) Library
dc.titleA framework for re thinking the pedagogy of studio-based design classrooms
dc.typeJournal Article
dc.identifier.doi10.24135/pjtel.v2i2.77
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titlePacific Journal of Technology Enhanced Learning
melbourne.source.volume2
melbourne.source.issue2
melbourne.source.pages31-44
melbourne.elementsid1484207
melbourne.openaccess.urlhttps://ojs.aut.ac.nz/pjtel/article/view/77
melbourne.openaccess.statusPublished version
melbourne.contributor.authorCochrane, Thomas
dc.identifier.eissn2624-4705
melbourne.accessrightsAccess this item via the Open Access location


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