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The impact of teaching models, group structures and assessment modes on cooperative learning in the student design studio

Tucker, Richard and Reynolds, Catherine 2006, The impact of teaching models, group structures and assessment modes on cooperative learning in the student design studio, Journal for education in the built environment, vol. 1, no. 2, pp. 39-56.

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Title The impact of teaching models, group structures and assessment modes on cooperative learning in the student design studio
Author(s) Tucker, Richard
Reynolds, Catherine
Journal name Journal for education in the built environment
Volume number 1
Issue number 2
Start page 39
End page 56
Publisher Centre for Education in the Built Environment
Place of publication Cardiff, Wales
Publication date 2006-08
ISSN 1747-4205
Keyword(s) continuous assessment
cooperative learning
design andragogy
experiential learning
peer assessment
student-centred learning
Summary As a result of ever diminishing teaching resources, an increasing number of architectural educators are setting group design projects, rather then spreading their time thinly over a large number of individual projects. This allows them to co-ordinate longer and more in-depth review sessions on a smaller number of assignment submissions. However, while the group
model may offer an authentic learning model by reflecting design in practice, the approach is not without its obvious shortcomings as a teaching archetype for the assessment of the knowledge and skill competencies of individual students. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects.
The following paper describes the background, methodology and findings of a Strategic Teaching and Learning Grant funded research project carried out in the year 2005 at the School of Architecture and Building at Deakin University. The project aimed to inform a change of classroom/studio practice governing the assemblage, teaching and assessment of student design teams. The development through these changes of cooperative and student centred learning principles focused on effective design collaboration and fair assessment should, it will be argued, lead to an enhanced group-learning experience in studio, which will subsequently and ultimately enhance professional practice.
Language eng
Field of Research 129999 Built Environment and Design not elsewhere classified
Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Centre for Education in the Built Environment
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003698

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.