The blended design studio: an appraisal of new delivery modes in design education

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dc.citation.epage697en_US
dc.citation.spage692en_US
dc.citation.volumeNumber51en_US
dc.contributor.authorTaşlı-Pektaş, Şuleen_US
dc.date.accessioned2019-07-01T11:53:55Z
dc.date.available2019-07-01T11:53:55Z
dc.date.issued2012-05en_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.descriptionPart of special issue: The World Conference on Design, Arts and Education (DAE-2012), May 1-3 2012, Antalya, Turkeyen_US
dc.description.abstractThe design studio is widely accepted as the core of curriculum because it aims to include many curricular topics within a projectbased approach. Despite the importance of the studio in design education, it was observed that the delivery modes in studio teaching have not much evolved as a response to changing generations and developing technology. Having reviewed current trends in educational technology, this paper presents a framework for a blended design studio in which the strengths of traditional and online learning methods are combined. Among the new online learning tools Web 2.0 applications (such as Facebook, Blogs and Wikis) and learning management systems (such as Moodle, Blackboard, and WebCT) deserve particular attention. The uses of Web 2.0 applications and learning management systems in design studios have been very rare and are just emerging. This paper proposes a blended and social constructivist model for the design studio and presents the results of an empirical research in an exploratory case study which combined traditional design studio, a learning management system and social networking media. It is found that the blended studio suits well to the needs and preferences of new generation of design students who are often named as “digital natives”. The opportunities and challenges of using social networking media and learning management systems in design education context are discussed and suggestions are made for further experimentation and research.en_US
dc.description.provenanceSubmitted by Evrim Ergin (eergin@bilkent.edu.tr) on 2019-07-01T11:53:55Z No. of bitstreams: 1 The _blended_design_studio_an_appraisal_of_new_delivery_modes_in_design_education.pdf: 288913 bytes, checksum: cb005178805045f8983cef187ec5a3ed (MD5)en
dc.description.provenanceMade available in DSpace on 2019-07-01T11:53:55Z (GMT). No. of bitstreams: 1 The _blended_design_studio_an_appraisal_of_new_delivery_modes_in_design_education.pdf: 288913 bytes, checksum: cb005178805045f8983cef187ec5a3ed (MD5) Previous issue date: 2012-05en
dc.identifier.doi10.1016/j.sbspro.2012.08.226en_US
dc.identifier.eissn1877-0428
dc.identifier.urihttp://hdl.handle.net/11693/52084
dc.language.isoEnglishen_US
dc.publisherElsevier
dc.relation.isversionofhttps://doi.org/10.1016/j.sbspro.2012.08.226en_US
dc.source.titleProcedia - Social and Behavioral Sciencesen_US
dc.subjectBlended learningen_US
dc.subjectDesign studioen_US
dc.subjectWeb 2.0en_US
dc.subjectSocial networking mediaen_US
dc.subjectLearning management systemen_US
dc.subjectSocial constructivist learningen_US
dc.subjectEducational technologyen_US
dc.titleThe blended design studio: an appraisal of new delivery modes in design educationen_US
dc.typeArticleen_US

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