Studio-based Learning Research Articles

Assessing creative outcomes in studio-based learning: a comparative assessment of analytical rubrics

ABSTRACT This research investigates the level of agreement between instructors and their students regarding analytical rubrics within a creative design context. Current literature reports some tension and balance between users’ perspectives regarding key characteristics of rubrics which affects the learning process. Therefore, this paper compares instructors’ and students’ views regarding a) usability, b) design, and c) management of rubrics in three design programs. Quantitative and qualitative data were collected through questionnaires, results were presented as mean scores and relative importance rates (RII%), then ranked and compared. Findings showed more disagreement than agreement between the two user groups in several aspects regarding rubrics’ 1) perceived comprehension, 2) effectiveness, and 3) support of creative design learning. A noticeable gap was found in views about the functions of a rubric; while instructors recognized its evaluative role, students appreciated its reflective role in supporting meta-cognitive learning. Assessing design creativity held contradicting views, while more areas of agreement were found in terms of the rubrics’ design and perceived comprehension. Finally, this research highlights several pedagogical approaches to reduce perception gaps and create a shared understanding of the rubrics’ roles in supporting studio-based design learning, hence, optimizing its educational value to effectively assess creative design outcomes.

HCI Teaching and Learning Model Using Studio-Based Learning

This research explores Studio-based Learning (SBL) within Human-Computer Interaction (HCI) subjects, focusing on the crucial elements required in the design of maker spaces to enhance user experience (UX) design education. As HCI becomes increasingly complex and interdisciplinary, traditional classroom settings often fail to provide the required experiential learning environment for certain subjects. Our study examines various subjects in the discipline, highlighting diverse interactivity requirements and the potential of Studio-based Learning to effectively address students' and staff’s needs. We analyse the impact of studio settings on the learning outcomes and expectations of students, especially in fostering creativity, collaboration, and hands-on engagement. Our research findings indicate that studio-based classrooms significantly improve student learning experiences in interactive and practical subjects, although effective planning around space and time constraints can impede its full implementation.

Reimagining human dissection in preclinical medical education using studio-based learning: A retrospective pilot study.

Human dissections in the current medical curriculum are conducted using a checklist approach to prioritize the exposure of anatomical structures. In this setting, anatomy educators are labored to enhance their engagement during the dissection. To address this issue, we considered the current medical education pedagogies and identified a novel approach of studio-based learning (SBL) for application in a Human Dissection Workshop. This study aimed to (1) evaluate students' perceptions of SBL, (2) appraise the impact of SBL on anatomical knowledge learning, and (3) interpret the results of a validated questionnaire. Workshop participants were recruited from Year 2 medical students at the Chinese University of Hong Kong from the 2020 and 2021 cohorts. Fifty-one students participated in the workshop (N = 24 [2020], N = 27 [2021]), and 50 of them completed the postworkshop questionnaire rated on a 5-point Likert scale. Nineteen items were validated using a factor analysis. The interpretation of the questionnaire results demonstrated the different learning outcomes of the workshop, which included (1) enhancing students' knowledge and spatial understanding of anatomical structures, (2) strengthening students' appreciation of gross pathologies and clinical relevance, and (3) promoting higher-order thinking skills. To our knowledge, this is the first study to introduce SBL in medical education. The successful implementation of the workshop reflects the promising potential of SBL for enhancing human dissection and supplementing the medical curriculum.

Creating a Framework for Virtual Reality Learning Environment (VRLE) for Studio-Based Learning

Higher education academics are lacking the knowledge on how to implement Design Thinking (DT) for transdisciplinary design studies that would produce Fourth Industrial Revolution Workforce Skills (4IRSkills), due to the sparsity in literature and implementation guidelines. This article discusses on the creation process of a Teaching and Learning Framework (TLF) for transdisciplinary design studies with a desktop-based Virtual Reality Learning Environment (VRLE) simulation of studio-based learning. The framework was created using a Selander’s Learning Design Sequence (LDS) with DT approach. The LDS helped the researcher to understand the processes of teaching and learning, especially on the affordances of various modes. The DT approach was used to facilitate the process of solving problems through the practice of empathy, reframing, prototyping, experimentation, testing, and redesign. A sequential explanatory mixed method was used, and the data were analyzed through inferential statistical analysis, thematic analysis and convergent coding matrix triangulation protocol. The findings indicated that the TLF with VRLE showed a positive and significant relationship with students' achievement of 4IRSkills. The TLF Design Process and Collaborative Design variables were positively correlated with students' 4IRSkills, while there was no correlation for the VRLE Representational Fidelity and Learner Interaction variables. In conclusion, the TLF with VRLE proves to be an effective and suitable method for guiding the implementation of pedagogies that teaches 4IRSkills at the tertiary level in fully online learning environments.

Outcome Based Curriculum Development for Studio Courses: Data Mining an example course

Abstract—Over the past few decades, with a growing emphasis on learner-centric methodologies, the Outcome-Based Education (OBE) framework has become prominent, with the aim of bridging the gap between academic learning experiences and industry requirements. Outcome Based Education (OBE) has been proving its prominence to ensure intended outcomes and quality. Efforts in designing and development of outcome-based curriculum help to create an effective learning environment. Outcome Based Curriculum Development (OBCD) ensures not only the domain knowledge but also centennial mastery over the knowledge, skills and attitudes needed for Industry 4.0 and above. To fill the gap between academic learning and industry requirements, Studio Pedagogy is gaining prominence, particularly for a few hard core courses that require more activity-based learning rather than traditional teaching-learning, i.e. Studio-Based Learning (SBL). This paper discusses OBCD for such an engineering course, Data Mining that needs theoretical concepts to learn by doing, being taught to 5th semester students as a case study. The end survey and assessment performance demonstrated the effectiveness of designing and implementing curriculum for this course as a Studio course with Studio Based Learning. Keywords— Outcome based education, Outcome based curriculum Development, Studio Pedagogy, Studio Based Learning, Learning -by -doing.

Pengembangan Media Assemblr Studio Berbasis 5e Untuk Meningkatkan Hasil Belajar Siswa Kelas V Sekolah Dasar Negeri 111923 Bulusari T.A 2023/2024

This research aims to develop an interesting and fun learning media based on Assemblr Studio. Assemblr is one of the best 3D/4D applications that encourages students to learn and understand what they learn through building and designing. This research uses the Research & Development (R&D) research method which is in accordance with the research objectives, namely developing assemblr studio-based learning media. Research & Development (R&D) is a research method used to develop or validate products for education and learning. The results of this study are the feasibility of 5E-based assemblr studio learning media, seen from the results of validation by experts including material experts and media experts. The material expert conducted 2 stages where stage 1 obtained a percentage of 60% feasibility and stage 2 obtained a percentage of 80% with an average percentage of feasibility of 70%. Media experts conducted 1 stage and obtained a feasibility percentage of 77% including the very feasible category so that this learning media can be used in learning theme 8 subtheme 1 learning 1. So that the conclusion obtained from this research and development is that the 5E-based Assemblr Studio learning media to improve student learning outcomes is declared feasible to use in learning.

Using open educational resources in studio-based flipped classrooms: action research in video production learning

This study explores the use of open educational resources (OERs) in studio-based learning and their influence on learning experiences. The research team conducted action research with 30 bachelor of arts students who were completing a video production subject. Students were required to learn from a website containing open online learning resources under a flipped classroom approach. A teaching schedule and website were designed according to several criteria. Research data were collected through observation, reflective journals, and interviews and were analyzed via thematic analysis. Participating students expressed their perceptions of benefits and hesitation in utilizing OERs in learning. They agreed that the use of OERs as flipped classroom learning materials could positively affect their learning, primarily through competence and learning autonomy as indicated in self-determination theory. This investigation provides teachers with valuable experience and suggestions for teaching and learning approaches that incorporate OERs into studio-based education. Students learn from OERs in which they can gain the most up-to-date technical knowledge in an autonomous environment. This experience indicates that this pedagogy greatly and positively influences students’ subject-learning experiences, learning outcomes, and self-learning skills.

The use of technology to facilitate teaching and learning in studio-based spaces in the aftermath of COVID-19

Education technology has become increasingly important in South African higher education institutions. However, the efficacy of these technological innovations has not been unanimously acknowledged in the departments of Applied Design and Multimedia at CPUT. Lecturers and students have experienced difficulty in integrating education technology systems into all facets of studio-based learning. Aim: This study investigated the role of education technology tools in arts education and the extent, to which learning management systems (LMSs), such as Blackboard, are used in studio-based teaching and learning environments at CPUT. Methods: Owing to the exploratory nature of this study, the researcher adopted a qualitative approach in the form of a multiple case study as the study’s research design. Data analysis was used to analyse the data that was obtained from the interviews and relevant supporting documents. Results: The findings revealed that several lecturers were reluctant to make extensive use of education technology systems due to their perceptions of the primacy of traditional face-to-face teaching methods. Implications: The findings may provide vital information for education technologists, policy makers, and curriculum and instructional designers looking to benefit from education technology in the current fourth industrial revolution. Recommendation: The study recommends extensive use of education technology tools in discipline-specific settings, such as studio-based spaces, and close collaboration between lecturers and instructional designers when developing education technology systems for studio-based courses. The study also concluded that the e-learning system, used at the time of the study, needed to be optimally designed to meet the needs of studio-based disciplines. It is highly likely, that failure to do so would preclude the possibility of successfully integrating future technological innovations into studio-based teaching and learning environments in the post-COVID-19 era and a debilitating failure to prepare students to work in technologically advanced environments would be an inevitable consequence.

Examining Technology Adoption Trends in Studio-Based Learning

Examining Technology Adoption Trends in Studio-Based Learning

ПРОЕКТНО-ОБРАЗОВАТЕЛЬНЫЙ ЭКСПЕРИМЕНТ В АРКТИЧЕСКОМ ДИЗАЙНЕ: ФОРМИРОВАНИЕ ОБЛИКА ИННОВАЦИОННОГО СНЕГОХОДНОГО ТРАНСПОРТА

The article describes a design and educational experiment that involves cooperation between developers and users of electric transportation for extreme natural and climatic conditions, scientists, students, and teachers of industrial design. The process of harmonizing the interests of different groups of participants in the dynamics of project cooperation is discussed in detail, using the development of an innovative electric-powered ski-track snowmobile as an example. The article also describes the research and educational results of the project, with a main focus on education in industrial design and the creation of products for extreme environments, such as the Arctic. Ultimately, the article aims to showcase the benefits of collaboration and education in the development of innovative products for challenging conditions. The authors propose that this case study can serve as a model for practice- and context-oriented design education. By collaborating with user-innovators, students can work with real-world challenges and constraints that they would not encounter in a studio-based learning format. The article suggests that the approach can provide valuable educational experiences for students and help prepare them for careers in industrial design and related fields

Camtasia Studio-Based Arabic Learning Video Design for Arabic Language Education Students

This research aims to develop Camtasia studio-based learning video products for Arabic Language Education students, focusing on the stages of learning video design and media feasibility analysis and Camtasia Studio-based learning video materials. This research was conducted to provide alternative learning media that can be prepared by lecturers so that students are not bored and enthusiastic about attending lectures. This research used the Research and Development (RD) method with the ADDIE model covering 5 stages, namely, (a) analyzing needs so that video products that need to be developed can be found; (b) designing video products as required; (c) conduct testing and development of video products; (d) use video products and product trials and (e) evaluate and assess each step of the activities and video products that have been created by specifications. This research involves media experts and material experts as well as 30 students who will test the video product. The results of the trial of Camtasia studio-based learning media products averaged 86% and 92% of material expert validation scores so that they got the "feasible/valid" category. The results of product trials (limited product trials) received an average score of 80% and 93% with the category "very valid". So, it can be concluded that Camtasia studio-based learning media is feasible and can be used for lecturers and students of Arabic Language Education.

Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education

Despite unprecedented demand for digital media skills many digital media graduates struggle to transition into employment because of the gap between university pedagogy and real-world professional practice. Traditionally, studio-based learning has been used to give students authentic experiences of the non-linear, interactive cycle of feedback, reflection and integration that occurs in creative professional practice; however, this approach is hard to implement in asynchronous, online environments and subsequently students miss out on the experience of creative collaboration that can help them to succeed in their future workplace. This study documents a pedagogical alternative where an online digital media capstone project course was redesigned around a formative feedback process using Padlet to facilitate ‘work-in-progress’ discussions to mirror the cycle of creative collaboration in the workplace. Students’ experiences of the formative feedback suggested that it developed both their content knowledge and their collaborative capabilities, with the timely and personal nature of the feedback, coupled with the industry-derived knowledge of the feedback providers, and the use of authentic, workplace relevant-technology, supporting students’ confidence to collaborate creatively. The findings can assist researchers, educators and academic developers looking to use authentic, formative feedback as a way of supporting students’ creativity, experimentation and collaborative capabilities.

Inside the Studio: A Closer Look at Studio-Based Learning in Architecture Education

The studio has emerged as a preeminent approach in architecture education, offering students a hands-on opportunity to cultivate and apply their design talents. This review paper provides a comprehensive overview of the studio in architecture education. The paper starts with a brief historical overview of architecture education, tracing the origins of studio-based learning. The curriculum content of architecture education is scrutinised, and the different types of courses offered are analysed. The paper subsequently investigates the dual nature of the studio, both as a pedagogical approach and a physical space, highlighting the different studio learning models that have arisen. The paper also explores the characteristics of the studio, including its interactive design teaching and learning environment, its distinct culture, and its role as a design life space. The studio users are considered, including the interaction between peers, instructors, and students. The paper highlights the pivotal role of studio culture in shaping the education and values of future architects. Overall, this review paper provides a comprehensive account of the studio in architecture education, providing insights into its history, curriculum content, dual nature, learning models, characteristics, users, and culture. By providing a comprehensive overview of the studio in architecture education, this paper offers valuable insights for architects, educators, and policymakers seeking to enhance the quality of architecture education and its impact on the profession.

Collaborative online international learning for design education: A framework for studio-based learning

The ability to think beyond disciplinary and geographical boundaries is essential for future designers to approach complex challenges and make a meaningful impact. Traditionally, these skills are developed in a studio environment where students can participate in mobility programmes and connect with peers from other disciplines; however, the COVID-19 pandemic has limited these opportunities due to social distance requirements. This article presents a framework for collaborative online international learning (COIL) for studio-based courses as an alternative for educators who want to foster interdisciplinary and intercultural learning in online and hybrid environments. The framework emerged from the development and delivery of a COIL initiative for an experience design studio course offered at an Australian University, in partnership with consumer behaviour and intercultural communication courses at a Brazilian University. The collaboration involved peer-to-peer online interactions between 43 undergraduate students enrolled in the three courses. Despite the renewed popularity of implementing COIL in higher education to overcome pandemic barriers, there is little documentation of applying the method in design disciplines and less evidence on how it corresponds to studio pedagogy. This type of computer-mediated collaboration offers an accessible and more inclusive alternative to mobility programmes and can continue to expand the opportunities for students to experience the world during and after the pandemic. The article focuses on the perspective of design education, reflecting on the benefits and challenges of online international collaboration, and provides new insights into the adaptations required to integrate the COIL and studio models.

The New Normal for Architecture Design Studio: Conceptualizing a Design Implementation Model

Architectural design studios are the crux and core of architecture education. The closure of face-to-face Design studios due to the COVID-19 pandemic during the years 2020 and 2021 has indeed posed a set of challenges to architectural education. Through a rigorous set of research methods, the paper investigates the various possibilities and perspectives of making the challenges into opportunities to rethink, innovate and move on. The paper aims to develop a model for implementing studio-based learning innovative, appropriate, and conducive to covid and post-covid environments. The first objective dealt with in this paper is to find the consensus on the directives to solve and respond to the contemporary challenges of the pandemic for the SBL. The second is to arrive at a toolkit or a model that strategically summarizes the processes for the directives. The School of Architecture, Building, and Design from Taylor’s University Malaysia has been the case study of the investigation. The research methods involved conducting focus group meetings with various stakeholders, such as the Students, Tutors, Studio Coordinators, Program Directors, and the Head of the School. The findings firstly offered a set of shifts in paradigms of SBL and secondly, a toolkit that we named as Design Implementation Model (DIM) for a hybrid studio pedagogy that we envisage and envision to be the future of architectural education.

Revisiting learning styles and autonomy in the design studio: an undergraduate assessment

PurposeThis cross-sectional study investigated differences in the learning styles of 127 undergraduate architectural students (first year through to final year) to examine the relationship between learning styles and learning autonomy.Design/methodology/approachFor the investigation, the Felder and Solomon index of learning styles and the Macaskill and Taylor autonomous learning scale were used to identify how these variables relate to one another and how this relationship differs by gender and level of study.FindingsThe study provides evidence of a statistically significant impact of studio-based learning on both learning autonomy and style. Our findings, in conjunction with the absence of consistent findings from literature, provide suggestions for making learning in the studio more inclusive for all students. The authors also suggest that looking for learning style differences in the design studio is redundant. This is not intended to ignore the importance of learning styles, but when differences of learning preferences are apparent in one design studio, such finding would provide support for that specific learning setting, and only then conclusions can be drawn and suggestions can be introduced to help its learners, but not to be generalized to other studios.Originality/valueLearning styles in the design studio literature has revealed only a few fragmentary and sometimes contradicting evidence that cannot be generalized. Although previous studies have explored learning styles in architecture in some detail, much uncertainty still exists about the relation between learning styles and other learning concepts such as autonomy, especially within studio-based subjects. In this research, the authors interrogated and critically review learning styles as applied to different design settings from different countries.

Perancangan panduan desain produk fesyen untuk mata kuliah berbasis studio di masa pandemi Covid 19: Studi kasus mata kuliah Visual Study di Universitas Ciputra

The Covid 19 pandemic has an impact on the studio-based learning process as well as on the Visual Study course, which is one of the core courses in the Fashion Product Design study program in Universitas Ciputra Surabaya. The course has learning outcomes, that is ‘students are able to independently design creative and distinctive fashion works by applying fashion design methods through in-depth visual observation, direct and indirect exploration’. Apart from the absence of direct field observations, the concept of studio-based learning with active learning methods with lots of interactions between teachers and students cannot be done at this time. The design of a guide is needed to assist students in designing fashion products so that the learning outcomes of this course can be achieved. Qualitative descriptive research with digital ethnography was carried out in this study in order to respond directly to the Covid 19 pandemic which has an impact on design-based and studio-based learning. The results of this study are a lesson plan, design guide, and a learning management system which is the result of a needs assessment and is evaluated at the end of the semester to see the success of the designed guide.

Introducing Undergraduates to Instructional Design in a Graduate Studio: An Experiential, Model-Centered Approach

This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in the course, this design case describes four learning interventions used to create this applied experience: (1) instructional design team projects—one non-profit and the other in higher education, (2) weekly seminars and biweekly training sessions from field experts, (3) an experiential out-of-state trip, and (4) weekly reflection journals. These studio-based learning interventions are presented within the context of the Experiential Learning Theory and Model-Centered Instruction. Overall, the course introduced the undergraduate students to the field of instructional design in an applied and experiential format.

Introducing Undergraduates to Instructional Design in a Graduate Studio: An Experiential, Model-Centered Approach

This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in the course, this design case describes four learning interventions used to create this applied experience: (1) instructional design team projects—one non-profit and the other in higher education, (2) weekly seminars and biweekly training sessions from field experts, (3) an experiential out-of-state trip, and (4) weekly reflection journals. These studio-based learning interventions are presented within the context of the Experiential Learning Theory and Model-Centered Instruction. Overall, the course introduced the undergraduate students to the field of instructional design in an applied and experiential format.

REFLECTION OF TRANSFORMING DESIGN WORKSHOP DURING PANDEMIC USING ONLINE EDUCATION PLATFORM, SCHOOLOGY, AT SECOND-YEAR STUDIO

Design workshops are one of the phases in studio-based learning that helps architecture students to accomplished projects in the studio through interactive and intense interactions between lecturers and students. Therefore, this phase is carried out through the face-to-face method and done in the studio. Since March 2020, for the first time, courses at the Architecture Program of Universitas Syiah Kuala (USK) have been conducted by distance learning, including a second-year studio, Architectural Design III. Long before the pandemic COVID-19, several courses at the Architecture Program of Universitas Syiah Kuala (USK) had been carried out by blended learning through USK e-learning platform and Schoology. As a case study, the Architecture Program (PSA) of USK uses Schoology as an online education platform to facilitate design workshops. This paper aims to reflect on the results of using Schoology as an online education platform that is fully utilized in second-year studio course. Using descriptive analysis method, this paper explores the strategies to maneuver from face-to-face into distance learning method in order to achieve learning objectives. As the result, Schoology is able to attempt synchronous and asynchronous features when conducting design workshops but it is not fully utilized, especially interactions between students.