The Intentional Use of Learning Management Systems (LMS) to Improve Outcomes in Studio

Autor/inn/en	MacKenzie, Andrew; Muminovic, Milica; Oerlemans, Karin
Titel	The Intentional Use of Learning Management Systems (LMS) to Improve Outcomes in Studio
Quelle	In: Journal of Problem Based Learning in Higher Education, 5 (2017) 1, S.47-63 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Database Management Systems; Courseware; Intention; Educational Improvement; Technology Uses in Education; Architecture; Design Crafts; Studio Art; Feedback (Response); Qualitative Research; Statistical Analysis; Usability; Formative Evaluation; Summative Evaluation; Video Technology; Online Courses; Multimedia Materials; Access to Information; College Programs; Foreign Countries; Case Studies; College Students; Australia + Suchen Sie Ihr Suchwort? Datenbanksystem; Lernsoftware; Teaching improvement; Unterrichtsentwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Architektur; Dekoration; Kunstwerkstatt; Qualitative Forschung; Statistische Analyse; Online course; Online-Kurs; Studienprogramm; Ausland; Case study; Fallstudie; Case Study; Collegestudent; Australien
Abstract	At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students' access to their assignment information and feedback from the learning management system (LMS) to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown 2009, Thomas, Billsberry et al. 2014) in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01