Facilitating Epistemic Fluency through Design Thinking: A Strategy for the Broader Application of Studio Pedagogy within Higher Education

Autor/inn/en	McLaughlan, Rebecca; Lodge, Jason M.
Titel	Facilitating Epistemic Fluency through Design Thinking: A Strategy for the Broader Application of Studio Pedagogy within Higher Education
Quelle	In: Teaching in Higher Education, 24 (2019) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLaughlan, Rebecca) ORCID (Lodge, Jason M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1461621
Schlagwörter	Design; Studio Art; Teaching Methods; Epistemology; Thinking Skills; Guidance; Interdisciplinary Approach; Curriculum Design; Theory Practice Relationship; Architecture; Higher Education + Suchen Sie Ihr Suchwort? Kunstwerkstatt; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Denkfähigkeit; Beratung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrplangestaltung; Theorie-Praxis-Beziehung; Architektur; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. "Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge". Springer) have posited "epistemic fluency" as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01