Show simple item record

dc.contributor.authorMarshalsey, Lorraine
dc.contributor.authorSclater, Madeleine
dc.date.accessioned2019-05-29T12:41:17Z
dc.date.available2019-05-29T12:41:17Z
dc.date.issued2018
dc.identifier.issn1449-5554
dc.identifier.doi10.14742/ajet.4498
dc.identifier.urihttp://hdl.handle.net/10072/381916
dc.description.abstractThis interdisciplinary paper discusses the meaning of open, critical, communal, and discursive learning spaces in higher education. It draws on recent research (Marshalsey, 2017) that illuminates the relationship between sensory affect and learning in studio education. It focuses on the extension and development of new learning configurations in the design studio, augmented by technology enhanced learning. Sensory affect is a form of feedback that can be used by learners to analyse and interpret the impact of the learning environment around them. This study used sensory affect as a lens through which to understand students’ experiences of practice-based learning in Communication Design spaces in two distinct higher education settings in the United Kingdom and Australia. The evolution of specialist design studio learning spaces, from physical studios to a blend of virtual and online educational environments, has led to significant debate about how to design, use and evaluate learning spaces for practice-based design disciplines. The paper uses the methods process model, based on participatory design tools (Marshalsey, 2017; Sanders & Stappers, 2008). The MPM supports students and educators to qualitatively interpret and critique their learning spaces more explicitly within their design education.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherA S C I L I T E
dc.publisher.placeAustralia
dc.relation.ispartofpagefrom65
dc.relation.ispartofpageto81
dc.relation.ispartofissue6
dc.relation.ispartofjournalAustralasian Journal of Educational Technology
dc.relation.ispartofvolume34
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogy
dc.subject.fieldofresearchElectrical and Electronic Engineering
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130201
dc.subject.fieldofresearchcode0906
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleSupporting students' self-directed experiences of studio learning in Communication Design: The co-creation of a participatory methods process model
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPublished
gro.facultyArts, Education & Law Group, Queensland College of Art
gro.rights.copyright© 2018 Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorMarshalsey, Lorraine Y.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record