Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques

Name: Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques
Author: Yorgancıoğlu, Derya, Tunali, S.

İsim	Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques
Yazar	Yorgancıoğlu, Derya, Tunali, S.
Basım Tarihi:	2020-04-01
Basım Yeri	- Intellect Ltd.
Konu	Design education, Pedagogic identity, Desk critique, Peer critique, Student learning experience, Design feedback
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1474-273X
Kayıt Numarası	39768d3c-900a-40d7-8bf1-f1c53cdfbebe
Lokasyon	Architecture
Tarih	2020-04-01
Notlar	TÜBİTAK
Örnek Metin	This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students' effective learning experiences.
DOI	10.1386/adch_00011_1
Cilt	19

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Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques

Yazar Yorgancıoğlu, Derya, Tunali, S.

Basım Tarihi 2020-04-01

Basım Yeri - Intellect Ltd.

Konu Design education, Pedagogic identity, Desk critique, Peer critique, Student learning experience, Design feedback

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1474-273X

Kayıt Numarası 39768d3c-900a-40d7-8bf1-f1c53cdfbebe

Lokasyon Architecture

Tarih 2020-04-01

Notlar TÜBİTAK

Örnek Metin This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students' effective learning experiences.

DOI 10.1386/adch_00011_1

Cilt 19