Abstract

This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has increased dramatically. Conventional design studio facilities are being reconfigured into blended studio-based classroom learning spaces (often generically termed as 'studio'). This study compares the lived experiences of students interacting with technology within two differing international studio settings. The two case studies used a Participatory Action Research approach and employed sensory affect as a lens through which learning within studio education was investigated using Participatory Design practice-led methods. The study finds that the Australian participants working within a TEL classroom-based environment faced significant obstacles to engagement and that their UK counterparts, who were situated within a conventional studio environment, much less so. This paper aims to support Communication Design students as they engage with studio education via the proposed transferable methodological framework--the Methods Process Model.

Citation

Marshalsey, L. & Sclater, M. (2018). Critical Perspectives of Technology-Enhanced Learning in Relation to Specialist Communication Design Studio Education within the UK and Australia. Research in Comparative and International Education, 13(1), 92-116. Retrieved August 16, 2022 from https://www.learntechlib.org/p/188616/.

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Keywords

• action research
• blended learning
• case studies
• Comparative Analysis
• Cross Cultural Studies
• design
• educational technology
• ethnography
• focus groups
• Foreign Countries
• Guidelines
• Interviews
• participatory research
• photography
• Qualitative Research
• Specialists
• Studio Art
• teaching methods
• technology integration
• Workshops