The intentional use of learning technologies to improve learning outcomes in studio.
At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Aalborg University Open Publishing
2017-09-01
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| Series: | Journal of Problem Based Learning in Higher Education |
| Subjects: | |
| Online Access: | https://journals.aau.dk/index.php/pbl/article/view/1558 |
| _version_ | 1797229740483936256 |
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| author | Andrew MacKenzie Milica Muminovic Karin Oerlemans |
| author_facet | Andrew MacKenzie Milica Muminovic Karin Oerlemans |
| author_sort | Andrew MacKenzie |
| collection | DOAJ |
| description | At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to their assignment information and feedback from the learning management system (LMS) to discover how the students engaged in the design process.
The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014) in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice. |
| first_indexed | 2024-04-24T15:17:24Z |
| format | Article |
| id | doaj.art-abbb7258e4674140b0ca9116385aa7a1 |
| institution | Directory Open Access Journal |
| issn | 2246-0918 |
| language | English |
| last_indexed | 2024-04-24T15:17:24Z |
| publishDate | 2017-09-01 |
| publisher | Aalborg University Open Publishing |
| record_format | Article |
| series | Journal of Problem Based Learning in Higher Education |
| spelling | doaj.art-abbb7258e4674140b0ca9116385aa7a12024-04-02T09:19:00ZengAalborg University Open PublishingJournal of Problem Based Learning in Higher Education2246-09182017-09-015110.5278/ojs.jpblhe.v0i0.1558The intentional use of learning technologies to improve learning outcomes in studio.Andrew MacKenzie0Milica Muminovic1Karin Oerlemans2University of Canberra, AustraliaUniversity of Canberra, AustraliaUniversity of CanberraAt the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to their assignment information and feedback from the learning management system (LMS) to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014) in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice.https://journals.aau.dk/index.php/pbl/article/view/1558Convergentdivergentdesignfeedback |
| spellingShingle | Andrew MacKenzie Milica Muminovic Karin Oerlemans The intentional use of learning technologies to improve learning outcomes in studio. Journal of Problem Based Learning in Higher Education Convergent divergent design feedback |
| title | The intentional use of learning technologies to improve learning outcomes in studio. |
| title_full | The intentional use of learning technologies to improve learning outcomes in studio. |
| title_fullStr | The intentional use of learning technologies to improve learning outcomes in studio. |
| title_full_unstemmed | The intentional use of learning technologies to improve learning outcomes in studio. |
| title_short | The intentional use of learning technologies to improve learning outcomes in studio. |
| title_sort | intentional use of learning technologies to improve learning outcomes in studio |
| topic | Convergent divergent design feedback |
| url | https://journals.aau.dk/index.php/pbl/article/view/1558 |
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