This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organised a university course in plastic product design and how the teacher guided student teams' design processes in a virtual design studio. The model of Learning by Collaborative Design was used as a pedagogical and analytical…

The context-free "object building," the sculptural form, reigned in schools of architecture for decades. As we are finally moving on from 20th century modernism, there is an urgency to re-place buildings within their contexts. All too often, students with a background in the discipline of architecture, struggle to design buildings that…

This paper critically reflects on the pedagogical approach underlying a professional development course in eLearning. The aim of the course was to teach faculty based eLearning officers the necessary practical and theoretical skills to fulfil their roles in supporting Faculties with eLearning initiatives. Whilst the course was successful--judged…

Educators are often overcome by the daily concerns of the classroom so they tend to focus on what has worked in the past. It seems a luxury to take the time to ask the more fundamental question: what is learning? Yet this question lies at the fore of our profession and defines our choice of teaching methods. It has become a truism that social…

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…

The changes that the European Higher Education Area (EHEA) framework obliged the School of Architecture of Malaga, University of Malaga. to make to its "History of Architecture" course are discussed in this paper. It was taken up as an opportunity to modify the whole course, introducing creative teaching and "imaginative…

Promoting engagement during lectures becomes significantly more challenging as class sizes increase. Therefore, lecturers need to experiment with new teaching methodologies to embolden deep learning outcomes and to develop interpersonal skills amongst students. Process Oriented Guided Inquiry Learning is a teaching approach that uses highly…

Process-Oriented Guided Inquiry Learning (POGIL) is a technique used to teach in large lectures and tutorials. It invokes interaction, team building, learning and interest through highly structured group work. Currently, POGIL has only been implemented in traditional classroom settings where all participants are physically present. However,…

Level design is often characterised as "where the rubber hits the road" in game development. It is a core area of games design, alongside design of game rules and narrative. However, there is a lack of literature dedicated to documenting teaching games design, let alone the more specialised topic of level design. Furthermore, there…

This paper presents an analysis of the studio as the signature pedagogy of design education. A number of theoretical models of learning, pedagogy, and education are used to interrogate the studio for its advantages and shortcomings, and to identify opportunities for the integration of new technologies and to explore the affordances that they…

The main aim of this paper is to discuss how the combination of Web 2.0, social media and geographic technologies can provide opportunities for learning and new forms of participation in an urban design studio. This discussion is mainly based on our recent findings from two experimental urban design studio setups as well as former research and…

The ubiquity of mobile devices makes them well suited for field-based learning experiences that require students to gather data as part of the process of developing scientific inquiry practices. The usefulness of these devices, however, is strongly influenced by the nature of the applications students use to collect data in the field. To…

The term "scaffolding" is often used loosely to describe a broad range of interventions or devices for learners and in many instances the actual nature of the scaffold is unclear. In the true sense, for "scaffolding" to take place the activity needs to be for the learner's own intentions, i.e. a task that he or she sets…

In spite of increasing attention devoted to the importance of embedding sustainability in university curricula, few Australian universities include specific green chemistry units, and there is no mention of green or sustainable chemistry concepts in the majority of units. In this paper, an argument is posited that all universities should embed…

While requiring students to think reflectively is a desirable teaching goal, it is often fraught with complexity and is sometimes poorly implemented in higher education. In this paper, we describe an approach to academic reflective practices that fitted a design subject in fashion education and was perceived as effective in enhancing student…