Collaborative Facets in Design Studio: Towards Establishing a Design-Driven Learning Framework
Danfulani Babangida Idi1*, Khairul Anwar Mohamed Khaidzir1
- ¹Universiti Teknologi Malaysia, 81310, Skudai, Johor, Malaysia
Published in The Second NZAAR International Event Series on Natural and Built Environment, Cities, Sustainability and Advanced Engineering, Kuala Lumpur, Malaysia, 8 December 2016, pages 19 to 23. New Zealand Academy of Applied Research. ISSN 2463-5979 (online), 2463-5960 (print).
Abstract
The influenced of contemporary conditions such as climate change, urban migration, technological advancement, Information and communication technology (ICT), may obligate a transformation in architectural design education where Information and Communication Technology (ICT) might take the significant role for the transformation. Designing been a fundamental activity that supports the introduction, development and implementation of products, services, practices, and systems; greater understanding of the methods, strategies, and tactics employed by designers in facilitating design activities should enable us to uncover certain unique characteristics of the design process. This study expounds research possibilities based on a Design-driven Learning (DDL) Framework by examining exemplary cases in architectural education. Through current literature review, the study has identified DDL as a learning process that entails progressive and productive cognitive and behavioral transformation during knowledge integration between stored, reflective and generic domains of knowledge. The study found that the studio environment provides students with high imaginative potential and score excellent results. Further study can investigate between two groups of student designers working in a different environment.
Keywords: Collaborative Facets; Design Studio; Design Driven Learning Framework; Knowledge Integration
Rights
Copyright © New Zealand Academy of Applied Research Ltd 2016. All rights reserved. Reproduced in the GDI Academy archive from the original proceedings without change to the authors’ text.