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ERIC Number: EJ1155821
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: EISSN-2246-0918
A Socio-Cognitive Approach to Knowledge Construction in Design Studio through Blended Learning
Kocaturk, Tuba
Journal of Problem Based Learning in Higher Education, v5 n1 p1-21 2017
This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a master's level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation.
Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Liverpool)