Facilitating Tacit Knowledge Construction

Aruna Venkatesh

doi:10.31182/cubic.2021.4.043

Abstract

Design knowledge, for its most part, is tacit. The embedded and inherent nature of tacit knowledge implies that it is a cognitive and internal construct acquired through the design act of doing. However, it is also socially constructed through shared experiences, collaborations and interactions. The design studio is a dynamic, pedagogical site that facilitates the construction of tacit knowledge through its myriad of interactive spaces. Online and virtual platforms offer opportunities to extend the learning boundaries of its social realm. Studies in the influence of these spaces on tacit knowledge construction are currently insufficient. An interpretive study was conducted in different studio environments within the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University to further the understanding of tacit knowledge construction in blended learning environments.

Highlights

Design knowledge, for its most part, is tacit
The design studio retains its status as a ‘signature pedagogy’ (Shulman 2005) unique to the design discipline as it provides a flexible infrastructure needed for the design process
Research was conducted in the Environment and Interior Design (EID) discipline of the School of Design, The Hong Kong Polytechnic University to study the facilitation of tacit knowledge construction through a blended learning environment in the context of interior design studios

Summary

Introduction

For its most part, is tacit. The embedded and inherent nature of tacit knowledge implies that it is a cognitive and internal construct acquired through the design act of doing. Facilitating Tacit Knowledge Construction: Re-Examining Boundaries of the Design Studio Environment| 123 As is implied in the quote, tacit knowledge is often considered as an internalised, individualised, and embodied process mainly constructed through the act of doing.

Results

Conclusion