TY - GEN
T1 - Constructing the conversational roles of studio design education stakeholders in times of change
AU - Iftikhar, Naima
AU - Crowther, Philip
AU - Burton, Lindy Osborne
PY - 2018
Y1 - 2018
N2 - ![CDATA[The architectural design studio learning environment is central to architecture design education. The architectural design studio ‘signature pedagogy’ has gradually shifted away from its conventional forms of engaging students since the turn of the millennium. The studio has transformed into a contemporary form of design learning and teaching based on several factors including reduced contact time between academics and students, change in studio spatial typologies and the hierarchy of academics supporting student engagement. These shifts have had a major impact on the ways in which students perceive the role of academics. Not only have the roles for academics altered, but also the autonomy of students has changed. The nature of interaction in design studios is still, however, primarily conversational. The aim of this paper is to establish and define the roles of the learners and teachers (tutors and unit coordinators), and to refine and extend existing theory of conversational interactions. A qualitative case study of a major Australian University school of design, brings the variations in roles of all the stakeholders to the forefront and enables academics to be aware of the contemporary challenges required in changed scenarios. This research also highlights what the future of design education requires from academics and the associated expectations from their students.]]
AB - ![CDATA[The architectural design studio learning environment is central to architecture design education. The architectural design studio ‘signature pedagogy’ has gradually shifted away from its conventional forms of engaging students since the turn of the millennium. The studio has transformed into a contemporary form of design learning and teaching based on several factors including reduced contact time between academics and students, change in studio spatial typologies and the hierarchy of academics supporting student engagement. These shifts have had a major impact on the ways in which students perceive the role of academics. Not only have the roles for academics altered, but also the autonomy of students has changed. The nature of interaction in design studios is still, however, primarily conversational. The aim of this paper is to establish and define the roles of the learners and teachers (tutors and unit coordinators), and to refine and extend existing theory of conversational interactions. A qualitative case study of a major Australian University school of design, brings the variations in roles of all the stakeholders to the forefront and enables academics to be aware of the contemporary challenges required in changed scenarios. This research also highlights what the future of design education requires from academics and the associated expectations from their students.]]
UR - https://hdl.handle.net/1959.7/uws:71391
M3 - Conference Paper
SP - 255
EP - 275
BT - The European Conference on Education: Surviving & Thriving: Education in Times of Change, Official Conference Proceedings, The Jurys Inn Brighton Waterfront, Brighton, UK, June 29-July 01, 2018
PB - International Academic Forum
T2 - European Conference on Education
Y2 - 13 October 2018
ER -