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Volume 45(1) Winter/hiver 2019 From studio practice to online design education:

Volume 45(1) Winter/hiver 2019 From studio practice to online design education: Can we teach design online? De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ? Katja Fleischmann, James Cook University Abstract Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted. Résumé La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. CJLT/RCAT Vol. 45(1) Can We Teach Design Online? 2 Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures. Introduction Studio teaching occupies the pedagogical heart of higher education design disciplines that prepare students for professions in such diverse fields as industrial design, graphic design, digital media design, architectural design, interior design, and fashion design. The characteristics of studio-based teaching in art, architecture and design, have been identified as supporting interaction, active learning, as well as social engagement (Crowther, 2013; STP, 2009). Studio teaching places a high premium on face-to-face interactions which guide individual student learning through interactions and dialogue (Blair, 2006; Kuhn, 2001; Lee, 2006). Part of this dialogue revolves around the studio critique. The critique or “crit” is the central method of formative assessment in art and design education (Blythman, Orr, & Blair, 2007; Day, 2012; Fleischmann, 2016). At critiques, students present their work-in-progress to the design educator, peers, and at times, design professionals to receive feedback. The critique and learning in a studio environment support peer learning; instant feedback is dialogic and highly social, and it enables students to benchmark themselves against peers (Blythman, Orr, & Blair, 2007). The student-centred, socially interactive characteristics of teaching and learning design has always rendered it distinct from more conventional academic disciplines, such as history, philosophy, or business, for example (Loy & Canning, 2013). These disciplines can be faced with large class sizes of over 150 students, where knowledge transmission occurs in lecture format and individual student engagement is challenging to accommodate. Students often receive feedback only after learning has been completed (through summative assessment like an exam), while design students’ learning is guided by individual and ongoing feedback and is informed by a cycle of action and reflection. It is these socially interactive characteristics of teaching and learning design that colours many design educators’ opinions that it is difficult or even impossible to teach design online (Bender, 2005; Fleischmann, 2015; Park, 2011; Wood, 2018). Comparatively few fully online design courses exist while other academic disciplines are experiencing rapid growth in offering fully online subjects (Kumar, Kumar, Palvia, & Verma, 2019). From the studies available, most research into teaching online design subjects has focused on a blended learning approach where only some elements of the subject are introduced online, such as streaming video lectures or using online platforms for discussion board communication. Part of the reason for the scarcity of research into offering purely online design subjects may be influenced by uncertainty about how to present the studio critique in a virtual design studio. Can a traditional design studio be transformed into a fully online learning experience? This research examines that central question and provides some practical answers. This study explores the effectiveness of two introductory design subjects (Introduction to Media Design and Time-based Media Design) which were offered fully online. The effectiveness of teaching design online is explored by student and instructor feedback through detailed questionnaires and interviews; benefits and challenges are presented, and further areas of research are suggested. CJLT/RCAT Vol. 45(1) Can We Teach Design Online? 3 Design Studio Pedagogy The way design is taught and learned illuminates the challenges design educators face when attempting to create blended or online learning experiences for students. Design is a project-based discipline with studio-based teaching as its core pedagogy (Park, 2011; Saghafi, Franz, & Crowther, 2010). Projects which are either real or fictional present students with open- ended problems to which no single answer exists (Blair, 2006; Crowther, 2013). Possible solutions are discussed with peers and design educators and these discussions guide the learning process (Kwan, 2010; Park, 2011; Shreeve, 2011). The traditional design studio is a physical space which nurtures this project-based learning through open discussions and hands-on activities (Sara, 2006). The pedagogical concept of “learning-by-doing” (Schön, 1983, 1987) is grounded in Kolb’s (1984) experiential learning model. Generally, studio-based teaching involves the principal design educator and instructors, who are often design practitioners, guiding student learning and development, often through one-on-one activities (Crowther, 2013; Park, 2011; STP, 2009). Outside professional designers are occasionally brought in to give a lecture or to critique student work from a working designer perspective. Studio critiques function as a catalyst to improve students’ creative output, thinking processes, and techniques when students present their work-in-progress to peers, instructors, and design professionals for comment (Ellmers, 2006; Kwan, 2010; Lee, 2006). The focus of a studio critique is to trigger individual creative development through a circle of action and reflection (Ellmers, 2006; Schön, 1987). The crit attains a key goal of design education, which is to foster the ability in each student to reflect on the quality of their creative output and that of others. This reflective practice has always been central to the education of design students (Fleischmann, 2016; Shreeve, 2011; Uluoglu, 2000). What Can be Learned from Existing Research Specific to Online Design Education? Design studio classes are commonly taught in smaller groups of up to 20 students (Crowther, 2013; STP, 2009), so most of the larger sample sizes in the literature involve blended learning subjects, where digital technology is specifically used to cope with larger-sized, often geographically dispersed, design classes. Blended learning seems to be a middle ground to introduce online elements to design classes (Fleischmann, 2018a, 2018b) with various educators trialling social media platforms like Facebook as a collaborative and communication tool. But these trials do not offer students a completely online experience. Online courses combine all the teaching materials, discussions, display of design process and production into a virtual environment where instructor and peers critique creative work and project submissions are done via the Internet. Early research recognized the power of the internet for collaborative projects in design education (Cheng, 2000). The limitations of distance, time, and physical location are not present on the web. But it is not easy to create an online learning experience (or virtual design studio) where the social interaction of face-to-face, problem-based learning is done over the Internet and where students must assume basic organizational skills (Kvan, 2001). Researchers also suggest that the key to the successful implementation of online collaboration in design depends on high CJLT/RCAT Vol. 45(1) Can We Teach Design Online? 4 student participation rates and quick instructor feedback (Bender & Vredevoogd, 2006). Investigators Afacan (2016) and also Power and Kannara (2016) found that ease of navigation and well-designed modules are critical to the success of student-centric virtual studios. Investigators also found that training on internet tools positively impacts both student and teacher engagement in the course material; the smooth operation of technology platforms and tools can make or break a blended or online design class (Power & Kannara, 2016). Barber uploads/Litterature/ 27849-article-text-71644-1-10-20190418.pdf