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authors Datta, S., Morison, D. and Roberts, K.
year 2001
title Pedagogical Templates: A Comparative Study of Higher Order Reflective Making, Playful Design Learning Forum
source Adelaide University School of Architecture, Landscape Architecture and Urban Design, Adelaide
summary Schon's notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a "higher-order" process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of "pedagogical templates" for the promotion of "higher-order" strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computermodelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.
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