Abstract
In ‘tutor-led’ design education, lecturers reside at the centre of teaching & learning activities. We argue that tutor-led design education does not prepare graduates sufficiently for working in highly complex professional capacities. We outline an alternative learning environment named the Global Studio in which lecturers are more ‘distant’ in pedagogical activities. This ‘distance’ opens up learning spaces which expose students to complex project situations in preparation for professional working life. Global Studio projects are ‘student-led’ and contain explicit opportunities for peer tutoring to ensue. Feedback indicates that learners benefitted from engaging in peer tutoring. However, many students struggled with making important decisions when operating outside of the tutor-led learning environment. To maximise their benefit, we argue that student-led projects featuring peer-tutoring should be scaffolded throughout design programmes to provide students with a sufficient level of exposure to this mode of learning. Image by artist Malcom Jones. http://www.malcomjones.com/index.htm
Highlights
The ‘tutor-led’ model has a long history in design education
We argue the top-down behaviourist approach common in design education can serve to reduce the opportunities for student-led peer tutoring to occur
In this paper we have argued that tutor-led design education may not be ideally suited in preparing students for complexity and associated the normal chaos which defines contemporary times
Summary
The ‘tutor-led’ model has a long history in design education. It can be traced back at least as far as the Staatliches Bauhaus. In characterising the tutor-led system, Walter Gropius 1), the founder of this highly influential institution, stated that the educator “instruct[s]” the novice. As the design profession is perceived as being practice-led, an important attribute for tutors remains their ability to ‘pass on’ practical skills to students. Talented, experienced and passionate educators continue to aid students to understand and hone a plethora of skills intrinsic to life as a design professional. The attainment of many practical skills seems difficult to envisage without educators’ continued dedication to the tutor-led system
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