文章基本信息

标题：The Global Studio - Incorporating Peer-Learning into the Design Curriculum
本地全文：下载
作者：Aysar Ghassan ; Erik Bohemia
期刊名称：FORMakademisk
印刷版ISSN：1890-9515
出版年度：2015
卷号：8
期号：1
DOI：10.7577/formakademisk.1406
语种：English
出版社：FORMakademisk
摘要：In ‘tutor-led’ design education, lecturers reside at the centre of teaching & learning activities. We argue that tutor-led design education does not prepare graduates sufficiently for working in highly complex professional capacities. We outline an alternative learning environment named the Global Studio in which lecturers are more ‘distant’ in pedagogical activities. This ‘distance’ opens up learning spaces which expose students to complex project situations in preparation for professional working life. Global Studio projects are ‘student-led’ and contain explicit opportunities for peer tutoring to ensue. Feedback indicates that learners benefitted from engaging in peer tutoring. However, many students struggled with making important decisions when operating outside of the tutor-led learning environment. To maximise their benefit, we argue that student-led projects featuring peer-tutoring should be scaffolded throughout design programmes to provide students with a sufficient level of exposure to this mode of learning. Image by artist Malcom Jones. http://www.malcomjones.com/index.htm
其他摘要：In ‘tutor-led’ design education, lecturers reside at the centre of teaching & learning activities. We argue that tutor-led design education does not prepare graduates sufficiently for working in highly complex professional capacities. We outline an alternative learning environment named the Global Studio in which lecturers are more ‘distant’ in pedagogical activities. This ‘distance’ opens up learning spaces which expose students to complex project situations in preparation for professional working life. Global Studio projects are ‘student-led’ and contain explicit opportunities for peer tutoring to ensue. Feedback indicates that learners benefitted from engaging in peer tutoring. However, many students struggled with making important decisions when operating outside of the tutor-led learning environment. To maximise their benefit, we argue that student-led projects featuring peer-tutoring should be scaffolded throughout design programmes to provide students with a sufficient level of exposure to this mode of learning.
关键词：peer tutoring, peer learning, learning to deal with complexity, tutor-led learning, student-led learning;peer tutoring, peer learning, learning to deal with complexity, tutor-led learning, student-led learning
其他关键词：peer tutoring; peer learning; learning to deal with complexity; tutor-led learning; student-led learning