Pedagogical templates : a comparative study of higher order reflective making Datta, Sambit, Morrison, David and Roberts, Kim 2001, Pedagogical templates : a comparative study of higher order reflective making, in Proceedings of the 1st Playful Design Learning Forum, School of Architecture, Landscape Architecture and Urban Design, Adelaide University, Adelaide, S. Aust., pp. 1-9. Attached Files Name Description MIMEType Size Downloads datta-pedogogicaltemplates-2001.pdf Published version application/pdf 514.09KB 77 Title Pedagogical templates : a comparative study of higher order reflective making Author(s) Datta, Sambit Morrison, David Roberts, Kim Conference name Playful Design Learning Forum (1st : 2001 : Adelaide, S. Aust.) Conference location Adelaide, S. Aust. Conference dates 13-14 November 2001 Title of proceedings Proceedings of the 1st Playful Design Learning Forum Editor(s) [Unknown] Publication date 2001 Start page 1 End page 9 Total pages 9 Publisher School of Architecture, Landscape Architecture and Urban Design, Adelaide University Place of publication Adelaide, S. Aust. Summary Schon’s notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a “higher-order” process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of “pedagogical templates” for the promotion of “higher-order” strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computer modelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed. Notes Every reasonable effort has been made to ensure that permission has been obtained for items included in Deakin Research Online. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au Language eng Field of Research 129999 Built Environment and Design not elsewhere classified HERDC Research category L2 Full written paper - non-refereed (minor conferences) Persistent URL http://hdl.handle.net/10536/DRO/DU:30015603 Document type: Conference Paper Collections: School of Architecture and Built Environment Open Access Collection   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Tue, 26 May 2009, 09:46:42 EST Tue, 26 May 2009, 09:49:25 EST Tue, 26 May 2009, 09:51:06 EST Thu, 21 Jun 2012, 11:58:16 EST Mon, 03 Jun 2013, 16:52:18 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 462 Abstract Views, 77 File Downloads  -  Detailed Statistics Created: Wed, 12 Nov 2008, 13:05:29 EST

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.