Abstract
Little is known about how design learners experience competence development in alternative, hybrid design studios. The research reported here explored the development of learners’ competences in distance design education in a longitudinal qualitative study. Learner biographies were recorded through repeated interviews and analysed using a narrative, grounded theory approach. The paper discusses emergent themes such as phases in development, roles of learner autonomy and learning groups, crisis situations, and expert dialogue. It presents the hybrid studio as an intersection of internal and external factors in distance design learning. The paper goes on to suggest a taxonomy of virtual design learning, teaching, and educational theory that may aid educators in the design of hybrid design learning spaces. It suggests is a design didactic concept that combines the theories of creative processes with the media didactic contexts of a development-centred design pedagogy. The work concludes with the proposition that study programmes should be developed based on competence and personality. This experience-centred didactics is a prerequisite for the success of digitised educational systems.
Keywords
Virtualisition, Design didactic, Hybrid Studios
DOI
https://doi.org/10.21606/learnxdesign.2019.01079
Citation
Lanig, A.,and Kühne, B.(2019) Educating designers in virtual space: A description of hybrid studios, in Börekçi, N., Koçyıldırım, D., Korkut, F. and Jones, D. (eds.), Insider Knowledge, DRS Learn X Design Conference 2019, 9-12 July, Ankara, Turkey. https://doi.org/10.21606/learnxdesign.2019.01079
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Educating designers in virtual space: A description of hybrid studios
Little is known about how design learners experience competence development in alternative, hybrid design studios. The research reported here explored the development of learners’ competences in distance design education in a longitudinal qualitative study. Learner biographies were recorded through repeated interviews and analysed using a narrative, grounded theory approach. The paper discusses emergent themes such as phases in development, roles of learner autonomy and learning groups, crisis situations, and expert dialogue. It presents the hybrid studio as an intersection of internal and external factors in distance design learning. The paper goes on to suggest a taxonomy of virtual design learning, teaching, and educational theory that may aid educators in the design of hybrid design learning spaces. It suggests is a design didactic concept that combines the theories of creative processes with the media didactic contexts of a development-centred design pedagogy. The work concludes with the proposition that study programmes should be developed based on competence and personality. This experience-centred didactics is a prerequisite for the success of digitised educational systems.