A framework for re thinking the pedagogy of studio-based design classrooms

Keywords: Atelier, social learning environments, rhizomatic learning, ontological pedagogies, heutagogy, design-based research, collaborative curriculum design


This paper explores the application of a design-based research (DBR) methodology to inform the re-design of pedagogical strategies for studio-based classrooms within undergraduate higher education programmes. The goal is to establish a transferable model that is student-centred around authentic educational and professional learning environment as described as Dewey for the digital age. The paper outlines the initial analysis and exploration stage of a DBR methodology that leads to the development of a proposed ecology of resources designed to stimulate rhizomatic pedagogical environments intended to support collaborative student teams rather than the traditional classroom structure. The main aim of this project is to look at alternative models to the studio or classroom environment that can enhance and improve the more traditional teacher-centric environments of the classroom through focusing upon what the student does and their graduate profiles. These ‘ontological pedagogies’ will guide the student through the educational process but also provide them with the necessary skill set to enter into the professional design based working environment once they have graduated.


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Author Biography

Thomas Cochrane, MCSHE, University of Melbourne

Thomas Cochrane is Associate Professor, Technology Enhanced Learning in Higher Education, in the Melbourne Centre for the Study of Higher Education. Thomas has expertise in qualitative research in technology-enhanced learning, with a focus upon action research, and design based research methodologies. His specialisations include mobile learning, designing mixed reality learning environments, heutagogy (self-regulated learning), communities of practice, and the scholarship of technology enhanced learning. His research portfolio includes over 50 peer reviewed journal articles, 32 book chapters, and over 150 conference proceedings. 


How to Cite
Sinfield, D., & Cochrane, T. (2020). A framework for re thinking the pedagogy of studio-based design classrooms. Pacific Journal of Technology Enhanced Learning, 2(2), 31-44. https://doi.org/10.24135/pjtel.v2i2.77