Abstract
The author investigates how digital and hybrid design studios reconceptualise distance learning from a decentralised perspective. To achieve this, ten narrative interviews were conducted with students and graduates of DIPLOMA University of Applied Sciences during the winter semester of 2024/25. These interviews were then triangulated with visual artefacts, such as sketches and development diaries. Through thematic and interpretative analysis, the author identifies three core dimensions of transformation (professional, personal/interdisciplinary, and epistemic exchange) and delineates a three-stage hierarchy of reflective learning comprising self-observation, dialogue with peers and tutors, and collective narrative construction. Based on these findings, the author has developed a hybrid narrative workshop comprising two phases: an initial session in which the functional 'purpose' of design proposals is mapped on a shared digital whiteboard, followed by breakout room discussions guided by a collaborative 'why' document that explores the biographical origins of each artefact. By embedding every project within its personal, social, and contextual framework, this format enhances metacognitive awareness, cultivates empathy in design thinking, and establishes a community of practice among diverse, remote adult learners. The findings yield a theoretical framework for decentralised studios and concrete didactic recommendations for digital learning environments. Crucially, the findings demonstrate that narrative methods have a broader impact than merely deepening individual reflection. By sharing and negotiating stories, participants form a genuine community of practice, united by collective sense-making rather than physical proximity. This community-building effect lies at the heart of the workshop's impact, strengthening collaborative identity formation, reflective competencies, and transdisciplinary skills in project-based design education.
DOI
https://doi.org/10.21606/drslxd.2025.054
Citation
Lanig, A.(2025) Stories and Shaping: How Narrative Methods Enhance Decentralized Studio Learning, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.054
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Full Paper
Stories and Shaping: How Narrative Methods Enhance Decentralized Studio Learning
The author investigates how digital and hybrid design studios reconceptualise distance learning from a decentralised perspective. To achieve this, ten narrative interviews were conducted with students and graduates of DIPLOMA University of Applied Sciences during the winter semester of 2024/25. These interviews were then triangulated with visual artefacts, such as sketches and development diaries. Through thematic and interpretative analysis, the author identifies three core dimensions of transformation (professional, personal/interdisciplinary, and epistemic exchange) and delineates a three-stage hierarchy of reflective learning comprising self-observation, dialogue with peers and tutors, and collective narrative construction. Based on these findings, the author has developed a hybrid narrative workshop comprising two phases: an initial session in which the functional 'purpose' of design proposals is mapped on a shared digital whiteboard, followed by breakout room discussions guided by a collaborative 'why' document that explores the biographical origins of each artefact. By embedding every project within its personal, social, and contextual framework, this format enhances metacognitive awareness, cultivates empathy in design thinking, and establishes a community of practice among diverse, remote adult learners. The findings yield a theoretical framework for decentralised studios and concrete didactic recommendations for digital learning environments. Crucially, the findings demonstrate that narrative methods have a broader impact than merely deepening individual reflection. By sharing and negotiating stories, participants form a genuine community of practice, united by collective sense-making rather than physical proximity. This community-building effect lies at the heart of the workshop's impact, strengthening collaborative identity formation, reflective competencies, and transdisciplinary skills in project-based design education.