Collaborative Learning in Design Education: The Value of Collaboration and Collective Experience in Team Projects

This chapter considers the unique opportunities for assessing online collaborative learning (OCL) in both formal (primary, secondary, and tertiary) and non-formal (workplace) education contexts. The chapter provides a theoretical framework, a methodology, and a set of tools for understanding and assessing online collaborative learning and conceptual change. Online collaborative learning (OCL), it is argued, provides hitherto unprecedented qualities for implementing, supporting, and assessing individual and group intellectual progress. The chapter focuses especially on the unique opportunities whereby instructors, educators, researchers, and students can analyze and assess learning (conceptual change) in OCL environments and applications: that is, online discussion that progresses from divergent (brainstorming) to convergent (conclusive statements) in such educational activities as group seminars, discussions, debates, case analyses, and/or team projects. Examples of OCL applications, such as the design of online student-led seminars, and ways to assess student moderators and student discussants, are included.

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Vertical Studio

Cubic Journal ◽

10.31182/cubic.2021.4.041 ◽

2021 ◽

pp. 100-107

Author(s):

Anneli Giencke

Keyword(s):

Hong Kong ◽

Collaborative Learning ◽

Interior Design ◽

Digital Literacy ◽

Design Education ◽

Learning Opportunities ◽

Educational Model ◽

Skills Transfer ◽

Knowledge And Skills ◽

Collaborative Learning Opportunities

Since 2016 the Environmental and Interior Design Programme (E&I), School of Design, The Hong Kong Polytechnic University, has implemented an educational model called the vertical studio. Until now, the vertical studio model has become an instrumental peer-to-peer learning scheme while enhancing students' competency in digital literacy. A first of its kind within the design education context of Asia, the vertical studio model has contributed to advance design education practices, embracing collaborative learning opportunities, and facilitate knowledge and skills transfer of drawing techniques, technology, and digital proficiency.

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Teaching Spatial Thinking in Design Computation Contexts

Computational Design Methods and Technologies ◽

10.4018/978-1-61350-180-1.ch021 ◽

2012 ◽

pp. 365-389

Author(s):

Halil I. Erhan ◽

Belgacem Ben Youssef ◽

Barbara Berry

Keyword(s):

Design Education ◽

Computational Design ◽

Thinking Skills ◽

Spatial Thinking ◽

Case Examples ◽

Team Projects ◽

Design Computation ◽

Design Systems ◽

Design Representations ◽

New Generation

A new generation of design computation systems affords opportunities for new design practices. This calls for potentially new teaching requirements in design education, in particular the development of the requisite spatial thinking skills. In this chapter, the authors review the pertinent literature, followed by two case examples that illustrate how spatial thinking was taught in two undergraduate design courses. The authors’ experiences suggest that early exposure to spatial thinking concepts, coupled with practice using computational design tools in the context of a project, can significantly help students to improve the skills necessary to design in a digital environment. Through the use of team projects, the authors discovered the potential variances in design representations when students switched between digital and physical modeling. They propose further research to explore the spatial processes required in computational design systems and the implications for design education.

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Preparing Graduates for Work in the Creative Industries

Industry and Higher Education ◽

10.5367/ihe.2012.0105 ◽

2012 ◽

Vol 26 (4) ◽

pp. 291-300

Author(s):

Morag Turnbull ◽

Allison Littlejohn ◽

Malcolm Allan

Keyword(s):

Collaborative Learning ◽

Knowledge Sharing ◽

Learning Strategies ◽

Design Education ◽

Creative Industries ◽

Costs And Benefits ◽

Design Based Research ◽

Personal Resource ◽

Collaborative Processes ◽

Real World Evidence

Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that the goals of individuals affect their perception of the costs and benefits of knowledge sharing. In a team that is functioning well, members commit to the collaborative achievement of the group's goals; however, students see knowledge as a personal resource that is often used to assess their performance and this may affect their goals. In this paper the authors describe a learning intervention, developed to support creative design by collaborative processes, which has been modelled on the knowledge-sharing practices of design experts. A design-based research methodology, which blends empirical data with the theory-driven design of learning, has been adopted; real-world evidence from experts has also been considered. In evaluating this intervention, iterative cycles have been applied and the motivations and goals of students have been considered. The patterns and principles that characterize this educational intervention are described.

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Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.1.9 ◽

2008 ◽

Vol 11 (1) ◽

pp. 9-11 ◽

Cited By ~ 2

Author(s):

Carolyn S. Potts ◽

Sarah M. Ginsberg

Keyword(s):

Collaborative Learning ◽

Student Retention ◽

Student Learning ◽

Student Learning Outcomes ◽

Retention Rates ◽

Speech Language Pathology ◽

Traditional Lecture ◽

Language Pathology ◽

Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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