Abstract
This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organized a plastic product design course and how the teacher guided student teams’ design processes in a virtual design studio. The model of Learning by Collaborative Designing was used as a pedagogical and analytical framework. The study employed qualitative content analysis of the teacher’s notes posted to the Moodle database. The results indicated that teaching exhibited three characteristic emphases: problem driven, solution driven and procedural driven. The main part of the teacher’s notes was solution driven statements, including new information, design ideas and evaluating design. The results of the study demonstrate the link between the model of Learning by Collaborative Designing and the three teaching approaches.
Keywords
Collaborative design, computer supported design, design education, design process, industrial design
DOI
https://doi.org/10.21606/learnxdesign.2013.081
Citation
Lahti, H.,and Seitamaa-Hakkarainen, P.(2013) Designing teaching—teaching designing: teacher’s guidance in a virtual design studio, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.081
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Designing teaching—teaching designing: teacher’s guidance in a virtual design studio
This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organized a plastic product design course and how the teacher guided student teams’ design processes in a virtual design studio. The model of Learning by Collaborative Designing was used as a pedagogical and analytical framework. The study employed qualitative content analysis of the teacher’s notes posted to the Moodle database. The results indicated that teaching exhibited three characteristic emphases: problem driven, solution driven and procedural driven. The main part of the teacher’s notes was solution driven statements, including new information, design ideas and evaluating design. The results of the study demonstrate the link between the model of Learning by Collaborative Designing and the three teaching approaches.