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MODELING DESIGN STUDIO PEDAGOGY: A MENTORED REFLECTIVE PRACTICE

Part of: Design Education

Published online by Cambridge University Press:  11 June 2020

J. Milovanovic  and
J. Gero
J. Milovanovic*
Affiliation:
UMR AUU-CRENAU, France
J. Gero
Affiliation:
UNC Charlotte, United States of America
*
*julie.milovanovic@crenau.archi.fr

Abstract

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This paper explores the notion of mentored reflective practice to describe design studio pedagogy. Students learn how to design by doing design in the studio. Design critiques are a key element in design studio pedagogy as they capture a moment where students get feedback from their tutors on their designs. The research questions addressed concern the roles of each participant during design studio reviews and their interactions with design representations. The protocol analysis methodology and the Function Behavior Structure ontology are utilized to convey our case study analysis.

Keywords

design educationco-designdesign reviewdesign representationprotocol analysis
Type
Article
Information
Proceedings of the Design Society: DESIGN Conference , Volume 1 , May 2020 , pp. 1765 - 1774
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2020. Published by Cambridge University Press

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