Prompting reflective design through writingAll Ireland Architectural Research Group conference (2013)
AbstractThis presentation explores research and theories related to design journaling and blogging. It relates theory and design education—and it proposes methods that may be useful in evaluating cognitive development of architecture students. Design education seeks to develop students’ ability to think critically and autonomously in the manner described by Mezirow (1997) as “transformative learning.” Design education uses inquiry-based learning to promote critical reflection and transformative learning. It seeks to spark a transformation in the way students see the world and understand their role in it. Clark (1997) asserts that educators can initiate transformation by prompting students to write, to imagine, and to exchange ideas through open dialogue. Journaling has been shown to facilitate critical thinking, deep learning, and purposeful design; it fosters reflective judgment and conscientious decision-making (Hiemstra, 2001; Rawes, 2007; Tanner & Le Riche, 2000; Vojnovich, 1997; Winter, Buck, & Sobiechwska, 1999). Arrendondo and Rucinski’s (1994) two-year qualitative study found that college courses that incorporated a workshop approach along with reflexive journaling promoted meta-cognition and fostered self-regulated learning. This presentation aims to help design teachers craft writing assignments that will effectively prompt reflection and spur students’ epistemological development. It draws from literature to do this. The presenter will share analysis she has done using design students’ journals/blogs and explain what this analysis suggests for design education.
Citation InformationShannon M. Chance. "Prompting reflective design through writing" All Ireland Architectural Research Group conference (2013)
Available at: http://works.bepress.com/shannon_chance/28/