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Developing architecture studio culture: peer-peer learning

Tutkimustuotosvertaisarvioitu

Standard

Developing architecture studio culture: peer-peer learning. / Pelsmakers, Sofie; Donovan , Elizabeth; Moseng, Kari ; Eyebye, Birgitte.

Education, Design and Practice – Understanding skills in a Complex World AMPS, Architecture_MPS; Stevens Institute of Technology New Jersey / New York: 17-19 June, 2019. AMPS, 2020. (AMPS Proceedings Series).

Tutkimustuotosvertaisarvioitu

Harvard

Pelsmakers, S, Donovan , E, Moseng, K & Eyebye, B 2020, Developing architecture studio culture: peer-peer learning. julkaisussa Education, Design and Practice – Understanding skills in a Complex World AMPS, Architecture_MPS; Stevens Institute of Technology New Jersey / New York: 17-19 June, 2019. AMPS Proceedings Series, AMPS, 17/06/19.

APA

Pelsmakers, S., Donovan , E., Moseng, K., & Eyebye, B. (2020). Developing architecture studio culture: peer-peer learning. teoksessa Education, Design and Practice – Understanding skills in a Complex World AMPS, Architecture_MPS; Stevens Institute of Technology New Jersey / New York: 17-19 June, 2019 (AMPS Proceedings Series). AMPS.

Vancouver

Pelsmakers S, Donovan E, Moseng K, Eyebye B. Developing architecture studio culture: peer-peer learning. julkaisussa Education, Design and Practice – Understanding skills in a Complex World AMPS, Architecture_MPS; Stevens Institute of Technology New Jersey / New York: 17-19 June, 2019. AMPS. 2020. (AMPS Proceedings Series).

Author

Pelsmakers, Sofie ; Donovan , Elizabeth ; Moseng, Kari ; Eyebye, Birgitte. / Developing architecture studio culture: peer-peer learning. Education, Design and Practice – Understanding skills in a Complex World AMPS, Architecture_MPS; Stevens Institute of Technology New Jersey / New York: 17-19 June, 2019. AMPS, 2020. (AMPS Proceedings Series).

Bibtex - Lataa

@inproceedings{17e7b323eef047c3864a8231bf756fb5,
title = "Developing architecture studio culture: peer-peer learning",
abstract = "Traditionally, architecture teaching has been centered around the architectural design studio , where students are taught usually on an individual project basis. This studio environment is a physical space but also a pedagogical and cultural space where learning and teaching happens. Students also regularly present their design and design process to tutors, external guests and peers. The studio is based on project-based learning and allows for reflective practice, and integration and testing of abstract knowledge into projects. This unique pedagogical tradition of studio-based teaching is based on ‘reflection in action’ , developed from the master-apprentice model, as a simulation of ‘real-life’ practice, with regular feedback on the student’s design development by tutors. However, studio culture can also lead to unhealthy practices, such as peer-peer pressure and competition, long hours, isolation from other activities, and stress when exposed to negative ‘public evaluation’ of one’s work. Nevertheless, studio culture can also support reciprocal peer-peer learning, which happens in formalized group work but also informally in the absence of tutors. Advantages include co-experimenting, and learning competencies, design processes and critical reflection from and with one another , building a student’s confidence to try new things. Through four case studies, this paper illustrates ways to enhance the unique and positive aspects of studio culture, by fostering peer-peer learning to underpin and support deeper learning and healthier practices across years. Findings and reflections on each case are jointly discussed in concluding remarks at the end of the paper.",
author = "Sofie Pelsmakers and Elizabeth Donovan and Kari Moseng and Birgitte Eyebye",
year = "2020",
month = "4",
day = "4",
language = "English",
series = "AMPS Proceedings Series",
publisher = "AMPS",
booktitle = "Education, Design and Practice – Understanding skills in a Complex World AMPS, Architecture_MPS; Stevens Institute of Technology New Jersey / New York: 17-19 June, 2019",

}

RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - Developing architecture studio culture: peer-peer learning

AU - Pelsmakers, Sofie

AU - Donovan , Elizabeth

AU - Moseng, Kari

AU - Eyebye, Birgitte

PY - 2020/4/4

Y1 - 2020/4/4

N2 - Traditionally, architecture teaching has been centered around the architectural design studio , where students are taught usually on an individual project basis. This studio environment is a physical space but also a pedagogical and cultural space where learning and teaching happens. Students also regularly present their design and design process to tutors, external guests and peers. The studio is based on project-based learning and allows for reflective practice, and integration and testing of abstract knowledge into projects. This unique pedagogical tradition of studio-based teaching is based on ‘reflection in action’ , developed from the master-apprentice model, as a simulation of ‘real-life’ practice, with regular feedback on the student’s design development by tutors. However, studio culture can also lead to unhealthy practices, such as peer-peer pressure and competition, long hours, isolation from other activities, and stress when exposed to negative ‘public evaluation’ of one’s work. Nevertheless, studio culture can also support reciprocal peer-peer learning, which happens in formalized group work but also informally in the absence of tutors. Advantages include co-experimenting, and learning competencies, design processes and critical reflection from and with one another , building a student’s confidence to try new things. Through four case studies, this paper illustrates ways to enhance the unique and positive aspects of studio culture, by fostering peer-peer learning to underpin and support deeper learning and healthier practices across years. Findings and reflections on each case are jointly discussed in concluding remarks at the end of the paper.

AB - Traditionally, architecture teaching has been centered around the architectural design studio , where students are taught usually on an individual project basis. This studio environment is a physical space but also a pedagogical and cultural space where learning and teaching happens. Students also regularly present their design and design process to tutors, external guests and peers. The studio is based on project-based learning and allows for reflective practice, and integration and testing of abstract knowledge into projects. This unique pedagogical tradition of studio-based teaching is based on ‘reflection in action’ , developed from the master-apprentice model, as a simulation of ‘real-life’ practice, with regular feedback on the student’s design development by tutors. However, studio culture can also lead to unhealthy practices, such as peer-peer pressure and competition, long hours, isolation from other activities, and stress when exposed to negative ‘public evaluation’ of one’s work. Nevertheless, studio culture can also support reciprocal peer-peer learning, which happens in formalized group work but also informally in the absence of tutors. Advantages include co-experimenting, and learning competencies, design processes and critical reflection from and with one another , building a student’s confidence to try new things. Through four case studies, this paper illustrates ways to enhance the unique and positive aspects of studio culture, by fostering peer-peer learning to underpin and support deeper learning and healthier practices across years. Findings and reflections on each case are jointly discussed in concluding remarks at the end of the paper.

M3 - Conference contribution

T3 - AMPS Proceedings Series

BT - Education, Design and Practice – Understanding skills in a Complex World AMPS, Architecture_MPS; Stevens Institute of Technology New Jersey / New York: 17-19 June, 2019

PB - AMPS

ER -