dc.contributor.author | McAuley, Mike | |
dc.contributor.editor | Forsyth, Graham | |
dc.date.accessioned | 2017-10-30T12:31:06Z | |
dc.date.available | 2017-10-30T12:31:06Z | |
dc.date.issued | 2010 | |
dc.identifier.uri | http://hdl.handle.net/10072/349529 | |
dc.description.abstract | According to Lawson (2006), “One of the weaknessess of
the traditional studio is that students, in paying too much
attention to the end product of their labours, fail to reflect
sufficiently on their process” (p.7). Within a design
education context, lack of reflection can, it is argued here,
lead to repetition of past mistakes due to an inablity to
recognise the interrelatedness and significance of the
various stages of designing. So the starting premis here is
that if students can develop more awareness of their
process, they may be more able to identify both their
strengths and weaknesses. If students can also relate their
process to the learning outcomes then a cross-checking
system may facilitate not only meta-cognition of process
but also greater awareness of how process can be more
effectively related to achieving the learning outcomes. So,
explicit awareness, rather than tacit understanding can be
achieved.
This study reports findings of the first cycle of an action
research investigation into design student meta-cognition.
It does this through discussing how the formal inclusion of
a design process map can be used to assist illustration
students develop meta-cognitive awareness of their
approach to a design task in relation to the learning
outcomes of an assignment. While there are various maps
which describe the design process; design procedureproblem
analysis-design solution (Edelson, 2002);
analysis-synthesis-appraisal-decision (Markus/Mayer,
1969, 1970); problem structuring, preliminary design,
refinement and detailing (Cross, 2001); problem
identification and definition, task planning and
management, research and evaluation, ideation, idea
selection and decision making, action and implementation,
reflection in action, evaluation of process and progress
(Wilson 2002); Swann’s (2002) model problem-analysissynthesis-execution-production-evaluation
was chosen to
broadly represent the various stages of designing. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.publisher | University of New South Wales | |
dc.publisher.place | Australia | |
dc.publisher.uri | http://connected2010.eproceedings.com.au/abstracts.html | |
dc.relation.ispartofconferencename | ConnectED 2010 | |
dc.relation.ispartofconferencetitle | ConnectED 2010: Proceedings of the 2nd International Conference on Design Education | |
dc.relation.ispartofdatefrom | 2010-06-28 | |
dc.relation.ispartofdateto | 2010-07-01 | |
dc.relation.ispartoflocation | Sydney, NSW, Australia | |
dc.subject.fieldofresearch | Design Practice and Management not elsewhere classified | |
dc.subject.fieldofresearchcode | 120399 | |
dc.title | Developing meta-cognitive awareness of design process | |
dc.type | Conference output | |
dc.type.description | E1 - Conferences | |
dc.type.code | E - Conference Publications | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | McAuley, Mike | |