Reconsidering the Design of a Learning Design Studio

Abstract

In this chapter, we introduce a graduate-level Learning Design Studio (LDS) course and discuss how core practices inform a redesign of the resident course for a hybrid offering. We begin with an overview of the theoretical framework for LDS (from the course instructors’ perspectives) and compare the framework with recent students’ experiences of the face-to-face offering of LDS. Using a transcendental–phenomenological approach, we uncover two emergent themes related to students’ experiences. Students recognize and value the (1) increased emphasis on authentic context and (2) peer interaction in LDS. The implication of these findings is established by analyzing the instructors’ perspectives in relation to students’ experiences. We identify two core practices as central to LDS and acknowledge that these practices should be the focus of a redesign of LDS for a hybrid offering. First, LDS involves computational competence activities that are differentiated according to students’ needs. Second, LDS involves students engaging in peer collaboration. While the affordances of online environments present challenges, especially in relation to peer collaboration, we do see opportunities to build upon the strengths of online environments in relation to the first core practice of LDS. We conclude by offering suggestions and next steps in our work that could be transferred to other LDSs.