Integrated Studio Approach to Motivate Collaboration in Design Projects
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| Title: | Integrated Studio Approach to Motivate Collaboration in Design Projects |
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| Language: | English |
| Authors: | Tessier, Virginie |
| Source: | Design and Technology Education. Nov 2021 26(3):213-229. |
| Availability: | Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://ojs.lboro.ac.uk/DATE/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teamwork, Design, Cooperation, Undergraduate Students, Foreign Countries, Student Projects, Student Motivation, Student Behavior, Barriers, Leadership Styles, Skill Development, Interpersonal Relationship, Interaction, Group Dynamics |
| Geographic Terms: | Canada (Montreal) |
| ISSN: | 1360-1431 |
| Abstract: | In an attempt to resolve some of the gaps associated with the pedagogical integration of teamwork in design curricula, this article seeks to share a model for learning teamwork skills. This model is the result of a multiple case study methodology based on the learning experiences of 22 design students. Data was collected during various team projects through questionnaires and interviews. In relation to the concept of the zone of proximal development, the coded data was organised by thematic categories and training levels to provide a practical tool to support teaching and assessment practices to encourage the learning of teamwork skills. The proposed model allows for a systemic understanding of teamwork skills that should be acquired during design training to navigate with efficiency and confidence in the collective projects of design's community of practice. The use of the model promotes the adoption of more complex teamwork dynamics, such as collaboration, enhanced with an integrated pedagogical approach. It also motivates individual action towards collaborative initiatives in the hopes of more coherent teamwork processes. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1323616 |
| Database: | ERIC |
| Abstract: | In an attempt to resolve some of the gaps associated with the pedagogical integration of teamwork in design curricula, this article seeks to share a model for learning teamwork skills. This model is the result of a multiple case study methodology based on the learning experiences of 22 design students. Data was collected during various team projects through questionnaires and interviews. In relation to the concept of the zone of proximal development, the coded data was organised by thematic categories and training levels to provide a practical tool to support teaching and assessment practices to encourage the learning of teamwork skills. The proposed model allows for a systemic understanding of teamwork skills that should be acquired during design training to navigate with efficiency and confidence in the collective projects of design's community of practice. The use of the model promotes the adoption of more complex teamwork dynamics, such as collaboration, enhanced with an integrated pedagogical approach. It also motivates individual action towards collaborative initiatives in the hopes of more coherent teamwork processes. |
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| ISSN: | 1360-1431 |
