|Title||The design studio as liminal space|
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.
|Keywords||Blended learning; design studio; threshold concepts; troublesome knowledge|
|Journal citation||1 (1), pp. 61-71|
|Publisher||association of architectural educators (aae)|
|Web address (URL)||http://www.ingentaconnect.com/content/arched/char/2014/00000001/00000001/art00006|
|Published||01 Jun 2014|