Enthusiasm is growing in non-traditional environments for teaching design by adapting knowledge and approaches from studio pedagogy, described as a “signature pedagogy” by Shulman in 2005. Meanwhile, those in fields where some variation of studio pedagogy have been used for decades are engaged in addressing some of its experienced shortcomings. Within this landscape of change, the authors have been engaged in study of their own studio-based courses, (interior design, instructional design, and interaction/experience design), reflecting on how this form of pedagogy is contributing to students’ development as designers. In this study we consider the role of the instructor in the studio using a lens informed by narrative aesthetics and transformative education. The narrative that an instructor encourages students to experience with regard to themselves, to the instructor, or to both, has a profound impact in the studio environment. This paper will explore that impact within the context of the authors’ own courses via review of course notes and collaborative reflection with colleagues.
Boling, E., Siegel, M., Smtih, K., Parrish, P. (2013) Student Goes on a Journey; Stranger Rides Into to the Classroom: Narratives and the Instructor in the Design Studio. DRS // CUMULUS 2013. 2nd International Conference for Design Education Researchers. Submitted for Publication.
Elizabeth Boling, Indiana University
Marty Siegel, Indiana University
Kennon Smith, Indiana University
Patrick Parrish, World Meteorological Organization Geneva
Education in Human-Computer Interaction Design (HCI/d) aims to instill a human-centered perspective among its students, encouraging a designerly way of thinking that allows them to develop creative solutions that consider the implications and consequences of people interacting with technology. It has been known that a practicum (Schön, 1987) environment contributes to developing this way of thinking by means of reflection (Schön, 1987). We present in this paper a pedagogical approach based on narratives to be employed in studio-based courses for HCI/d. We discuss how oral and multimedia narratives support in conveying content-independent concepts that affect the learning experience. We propose a set of components to help the elaboration of these stories. Additionally, we introduce a conceptual space called the narrative cloud, which helps us to elaborate on the ideas regarding this approach and closely ties to the concept of distributed cognition (Hutchins, 2000). Therefore, the goal of this paper is establish a base for discussing a further development of this approach, or any framework or methods where narratives constitute a fundamental element that supports reflection in HCI/d education.
Sosa Tzec, O., Beck, J. E., Siegel, M. A. (2013) Building the Narrative Cloud: Reflection and Distributed Cognition in a Design Studio Classroom. DRS // CUMULUS 2013. 2nd International Conference for Design Education Researchers. Submitted for Publication. [PDF]
Siegel, M. & Stolterman, E. (2008). “Metamorphosis: Transforming Non-designers into Designers”, DRS Conference, July, Sheffield, 2008. [PDF]
Nelson, H. & Stolterman, E. (2012). The Design Way. Cambridge: MIT Press. [More info]