A theoretical framework for the studio as a learning environment

Carol B. Brandt; Katherine Cennamo; Sarah Douglas; Mitzi Vernon; Margarita McGrath; Yolanda Reimer

doi:10.1007/s10798-011-9181-5

A theoretical framework for the studio as a learning environment

Carol B. Brandt, Katherine Cennamo, Sarah Douglas, Mitzi Vernon, Margarita McGrath, Yolanda Reimer

Product Design

Research output: Contribution to journal › Article › peer-review

109 Scopus citations

Abstract

In this article we describe a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge: epistemology. In our development of this framework, we came to understand how disciplinary underpinnings and academic culture shape the ways that studio is enacted. Using practice theory, we illustrate our framework with two examples - one in Industrial Design and another in Human Computer Interaction - that demonstrate the ways in which the studio can act as a bridge between academic and professional communities. We came to see the studio as a unique practice community that connects academic and professional contexts. We argue that successful implementation of studio-based learning involves an awareness of disciplinary canons, ontological approaches to knowledge, and the academic constraints on studio-based approaches to learning.

Original language	English
Pages (from-to)	329-348
Number of pages	20
Journal	International Journal of Technology and Design Education
Volume	23
Issue number	2
DOIs	https://doi.org/10.1007/s10798-011-9181-5
State	Published - May 2013

Bibliographical note

Funding Information:
Acknowledgments The authors gratefully acknowledge the helpful comments offered by anonymous reviewers. This work is supported by the National Science Foundation (NSF) Grant Award No. 0725290, 0725145, and 0725215. The ideas presented in this paper were developed by the first and second authors in conversations with the other four authors. Opinions expressed are those of the authors and do not reflect the views of NSF.

Funding

Acknowledgments The authors gratefully acknowledge the helpful comments offered by anonymous reviewers. This work is supported by the National Science Foundation (NSF) Grant Award No. 0725290, 0725145, and 0725215. The ideas presented in this paper were developed by the first and second authors in conversations with the other four authors. Opinions expressed are those of the authors and do not reflect the views of NSF.

Funders	Funder number
U.S. Department of Energy Chinese Academy of Sciences Guangzhou Municipal Science and Technology Project Oak Ridge National Laboratory Extreme Science and Engineering Discovery Environment National Science Foundation National Energy Research Scientific Computing Center National Natural Science Foundation of China	0725290, 0725215, 0725145
U.S. Department of Energy Chinese Academy of Sciences Guangzhou Municipal Science and Technology Project Oak Ridge National Laboratory Extreme Science and Engineering Discovery Environment National Science Foundation National Energy Research Scientific Computing Center National Natural Science Foundation of China

Keywords

Design knowledge
Human computer interaction
Industrial design
Practice community
Studio bridge

ASJC Scopus subject areas

Education
General Engineering

Access to Document

10.1007/s10798-011-9181-5

Cite this

@article{249c1cb944534efcbba3e60f421dd46e,

title = "A theoretical framework for the studio as a learning environment",

abstract = "In this article we describe a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge: epistemology. In our development of this framework, we came to understand how disciplinary underpinnings and academic culture shape the ways that studio is enacted. Using practice theory, we illustrate our framework with two examples - one in Industrial Design and another in Human Computer Interaction - that demonstrate the ways in which the studio can act as a bridge between academic and professional communities. We came to see the studio as a unique practice community that connects academic and professional contexts. We argue that successful implementation of studio-based learning involves an awareness of disciplinary canons, ontological approaches to knowledge, and the academic constraints on studio-based approaches to learning.",

keywords = "Design knowledge, Human computer interaction, Industrial design, Practice community, Studio bridge",

author = "Brandt, \{Carol B.\} and Katherine Cennamo and Sarah Douglas and Mitzi Vernon and Margarita McGrath and Yolanda Reimer",

note = "Funding Information: Acknowledgments The authors gratefully acknowledge the helpful comments offered by anonymous reviewers. This work is supported by the National Science Foundation (NSF) Grant Award No. 0725290, 0725145, and 0725215. The ideas presented in this paper were developed by the first and second authors in conversations with the other four authors. Opinions expressed are those of the authors and do not reflect the views of NSF.",

year = "2013",

month = may,

doi = "10.1007/s10798-011-9181-5",

language = "English",

volume = "23",

pages = "329--348",

number = "2",

}

TY - JOUR

T1 - A theoretical framework for the studio as a learning environment

AU - Brandt, Carol B.

AU - Cennamo, Katherine

AU - Douglas, Sarah

AU - Vernon, Mitzi

AU - McGrath, Margarita

AU - Reimer, Yolanda

N1 - Funding Information: Acknowledgments The authors gratefully acknowledge the helpful comments offered by anonymous reviewers. This work is supported by the National Science Foundation (NSF) Grant Award No. 0725290, 0725145, and 0725215. The ideas presented in this paper were developed by the first and second authors in conversations with the other four authors. Opinions expressed are those of the authors and do not reflect the views of NSF.

PY - 2013/5

Y1 - 2013/5

N2 - In this article we describe a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge: epistemology. In our development of this framework, we came to understand how disciplinary underpinnings and academic culture shape the ways that studio is enacted. Using practice theory, we illustrate our framework with two examples - one in Industrial Design and another in Human Computer Interaction - that demonstrate the ways in which the studio can act as a bridge between academic and professional communities. We came to see the studio as a unique practice community that connects academic and professional contexts. We argue that successful implementation of studio-based learning involves an awareness of disciplinary canons, ontological approaches to knowledge, and the academic constraints on studio-based approaches to learning.

AB - In this article we describe a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge: epistemology. In our development of this framework, we came to understand how disciplinary underpinnings and academic culture shape the ways that studio is enacted. Using practice theory, we illustrate our framework with two examples - one in Industrial Design and another in Human Computer Interaction - that demonstrate the ways in which the studio can act as a bridge between academic and professional communities. We came to see the studio as a unique practice community that connects academic and professional contexts. We argue that successful implementation of studio-based learning involves an awareness of disciplinary canons, ontological approaches to knowledge, and the academic constraints on studio-based approaches to learning.

KW - Design knowledge

KW - Human computer interaction

KW - Industrial design

KW - Practice community

KW - Studio bridge

UR - https://www.scopus.com/pages/publications/84878718557

UR - https://www.scopus.com/inward/citedby.url?scp=84878718557&partnerID=8YFLogxK

U2 - 10.1007/s10798-011-9181-5

DO - 10.1007/s10798-011-9181-5

M3 - Article

AN - SCOPUS:84878718557

SN - 0957-7572

VL - 23

SP - 329

EP - 348

JO - International Journal of Technology and Design Education

JF - International Journal of Technology and Design Education

IS - 2

ER -

A theoretical framework for the studio as a learning environment

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this