Abstract

The industrial design studio presents opportunities for students to learn a range of skills and knowledge that will equip them to enter professional practice. This paper presents the unfolding of a capstone studio where student teams undertake project-based learning, and where the instructor is both the master and a team-player. The question that is investigated is to what extent does an augmented master-apprentice teaching model impact student collaboration in the design studio, and can the model be used to drive positive learning outcomes. The study considers the design process of 14 student-teams studying industrial design at Western Sydney University (WSU) Australia, and the design process of an instructor-team comprised of four industrial design academics. The paper is an experiential account of a lighting project as undertaken by instructors and students and proposes a novel method for teaching professional practice through co-creation, collective cohesion and by behaviour-modelling of collaboration in action.

Keywords:

collaboration, co-creation, industrial design pedagogy, master-apprentice

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Aug 11th, 12:00 AM

Partnerships in an industrial design studio: augmenting the master-apprentice model to inspire collaboration

The industrial design studio presents opportunities for students to learn a range of skills and knowledge that will equip them to enter professional practice. This paper presents the unfolding of a capstone studio where student teams undertake project-based learning, and where the instructor is both the master and a team-player. The question that is investigated is to what extent does an augmented master-apprentice teaching model impact student collaboration in the design studio, and can the model be used to drive positive learning outcomes. The study considers the design process of 14 student-teams studying industrial design at Western Sydney University (WSU) Australia, and the design process of an instructor-team comprised of four industrial design academics. The paper is an experiential account of a lighting project as undertaken by instructors and students and proposes a novel method for teaching professional practice through co-creation, collective cohesion and by behaviour-modelling of collaboration in action.

 

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