Critical Perspectives of Technology-Enhanced Learning in Relation to Specialist Communication Design Studio Education within the UK and Australia

Autor/inn/en	Marshalsey, Lorraine; Sclater, Madeleine
Titel	Critical Perspectives of Technology-Enhanced Learning in Relation to Specialist Communication Design Studio Education within the UK and Australia
Quelle	In: Research in Comparative and International Education, 13 (2018) 1, S.92-116 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918761706
Schlagwörter	Design; Specialists; Technology Integration; Teaching Methods; Educational Technology; Action Research; Blended Learning; Studio Art; Foreign Countries; Case Studies; Guidelines; Comparative Analysis; Participatory Research; Ethnography; Photography; Cross Cultural Studies; Qualitative Research; Interviews; Focus Groups; Workshops; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Projektforschung; Kunstwerkstatt; Ausland; Case study; Fallstudie; Case Study; Richtlinien; Forschungstätigkeit; Ethnografie; Fotografie; Cultural comparison; Kulturvergleich; Qualitative Forschung; Interviewing; Interviewtechnik; Lernwerkstatt; Schulung; Australien
Abstract	This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has increased dramatically. Conventional design studio facilities are being reconfigured into blended studio-based classroom learning spaces (often generically termed as 'studio'). This study compares the lived experiences of students interacting with technology within two differing international studio settings. The two case studies used a Participatory Action Research approach and employed sensory affect as a lens through which learning within studio education was investigated using Participatory Design practice-led methods. The study finds that the Australian participants working within a TEL classroom-based environment faced significant obstacles to engagement and that their UK counterparts, who were situated within a conventional studio environment, much less so. This paper aims to support Communication Design students as they engage with studio education via the proposed transferable methodological framework--the Methods Process Model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01