The design studio as liminal space

Williams, J. 2014. The design studio as liminal space. Charrette. 1 (1), pp. 61-71.

TitleThe design studio as liminal space
AuthorsWilliams, J.
Abstract

This study focuses on the efficacy of design studio as a form of teaching and learning, where traditional approaches can act to position the tutor as a defender of the knowledge community rather than a discourse guide for the student. The broad curriculum of architectural education with its divergent outcomes resulting from project based learning also makes it difficult to agree on what constitutes the fundamental elements of the curriculum. The research used an approach based on threshold concepts to assist in identifying and overcoming these shortcomings. Such approaches have been described as 'liminal': holding the learner in a supportive 'in-between' state where learning resources can be directed to that which is troublesome and conceptually difficult. The study involved the use of practices to identify troublesome knowledge in design studio and conceptualise blended learning as part of a liminal studio space.

KeywordsBlended learning; design studio; threshold concepts; troublesome knowledge
JournalCharrette
Journal citation1 (1), pp. 61-71
ISSN2054-6718
Year2014
Publisherassociation of architectural educators (aae)
Web address (URL)http://www.ingentaconnect.com/content/arched/char/2014/00000001/00000001/art00006
Publication dates
Published01 Jun 2014

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Williams, J. 2017. Design Studio: A Community of Practitioners? Charrette. 4 (1), pp. 88-100.

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Learning Environments in Design Studio Culture
Williams, J. 2016. Learning Environments in Design Studio Culture. AAE2016 Research Based Education. Bartlett School of Architecture, UCL, London 07 - 09 Apr 2016 The Bartlett School of Architecture, UCL.

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Williams, J. 2013. The design studio as liminal space. AAE Conference 2013. Nottingham Trent University 03 - 05 Apr 2013 Nottingham Trent University: CADBE.

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