BibTex RIS Cite

Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?

Year 2014, Volume: 5 Issue: 1, 39 - 52, 01.03.2014

Abstract

Technology has not only changed the work practice of designers but also how design is taught and learned. The emergence of digital technology has made computer labs a central learning space for design students. Since this change, studio-based learning in its traditional sense appears to be in decline in higher education institutions. This is in spite of the fact that characteristics of the studio have been identified as supporting interaction, active learning, and social engagement. These, however, are also characteristics connected to the use of Web 2.0 technologies such as Facebook, Flickr, and Skype. Could these services be utilized to revitalize studio culture in a contemporary sense? How can new technologies be used to facilitate interactions between students inherent to traditional studio culture? These questions were explored in practice by documenting student reactions to using Flickr and Skype during a five week project requiring collaboration between first year creative arts students at two geographically distant institutions in Australia. Findings provide a better understanding of how to expand the studio idea into the digital environment, in particular regarding the challenging task of offering the media design major fully online in the near future.

References

  • Allen, B., Caple, H., Coleman, K., & Nguyen, T. (2012, November). Creativity in practice: Social media in higher education. Paper presented at ASCILITE: Future challenges-Sustainable futures. Wellington, New Zealand.
  • Altheide, D. L., & Johnson, J. M. (2011). Reflections on interpretive adequacy in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 581-594). California: Thousand Oaks.
  • Armitage, A. (2007, September). Mutual research designs: Redefining mixed methods research design. Paper presented at the British Educational Research Association Annual Conference. University of London.
  • Austerlitz, N., Blythman, M., Grove-White, A., Jones, B. A., Jones, C. A., Morgan, S., Vaughan, S. (2008). Mind the gap: expectations, ambiguity and pedagogy within art and design higher education. In L. Drew (Ed.), The student experience in art and design higher education: Drivers for change (pp. 125-148). Cambridge: Jill Rogers Associates.
  • Barnes, K., Marateo, R.C., & Ferris, S.P. (2007). Teaching and learning with the net generation. Innovate, 3(4), 771-772.
  • Bennett, R. (2009). Drawing on the virtual collective: exploring online collaborative creativity (PhD), University of Sydney. Retrieved on 15 February 2010 from http://ses.library.usyd. edu.au/handle/2123/6433
  • Boys, J. (2011). Towards creative learning spaces: Re-thinking the architecture of post- compulsory education. New York: Routledge.
  • Brown, J.S. (2008). Foreword: Creating a culture of learning. In T. Liyoshi & M.S.V. Kumar (Eds.), Opening up education: The collective advancement of education through open technology, open content, and open knowledge (pp. xi-xvii). Cambridge: The MIT Press.
  • Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art and Design Education, 22(1), 47-57.
  • Davis, M. (2008, April). Toto, I’ve got a feeling we’re not in Kansas anymore…. Paper presented at the AIGA Conference. Boston.
  • Davis, C. H. F. I., Deil-Amen, R., Rios-Aguilar, C., & Canche, M. S. G. (2012). Social media in higher education: A literature review and research directions. The Center for the Study of Higher Education at the University of Arizona and Claremont Graduate University.
  • Design Council. (2005). The business of design. Retrieved on 15 July 2007 from http://www.designcouncil.org. uk/publications/the-business-of-design/
  • Design Institute of Australia. (2009). Structure of the design industry: A structural view of design disciplines. Retrieved on 20 August 2009 from http://www.dia.org.au
  • Ellmers, G. (2005, September). A re-examination of graphic design pedagogy, and its application at the University of Wollongong: Towards a PhD study in design education. Paper presented at ACUADS Conference. Edith Cowan University, Perth.
  • Fielding, N. G. (2012). Triangulation and mixed methods designs: Data integration with new research technologies. Journal of Mixed Methods Research, 6(2), 124-136.
  • Gee, L. & Miller, H. (2006). Human-centered design guidelines. In D. G. Oblinger (Ed.), Learning spaces (pp. 10.11-10.13): EDUCAUSE. Retrieved on 13 August 2013 from http://www. educase.edu/research-and-publications/books/learning-spaces
  • Grahl, T. (2012). The 6 types of social media. Retrieved on 20 June 2013 from http://outthinkgroup.com/tips/the-6-types-of-social-media
  • Gray, C. & Malins, J. (2004). Visualizing research: A guide to the research process in art and design. Burlington: Ashgate.
  • Ham, J. J. & Schnabel, M. A. (2011). Web 2.0 virtual design studio: Social networking as facilitator of design education. Architectural Science Review, 54(2), 108-116.
  • Hart, J., Zamenopoulos, T. & Garner, S. (2011). The learning scape of a virtual design atelier. Compass: The Journal of Learning and Teaching at the University of Greenwich, 3, 1-15.
  • Hunt, L., Huijser, H., & Sankey, M. (2011). Learning Spaces for the digital Age: Blending space with pedagogy. In M. Keppell, K. Souter & M. Riddle (Eds.), Physical and virtual learning spaces in higher education: Concepts for the modern learning environment (pp.182-195). Heshey, Pennsylvania: IGI Global.
  • Icograda (International Council of Graphic Design Associations). (2011, October). ICOGRADA design education manifesto. Tapei. Retrieved on 3 January 2012 from http://www. icograda.org/education/ manifesto.htm
  • Johnson, B. & Christensen, L. (2008). Educational research - Quantitative, qualitative, and mixed approaches (3rd ed.). Los Angeles: Sage.
  • Kaplan, A. M. & Haenlein, M. (2010). Users of the world, unite The challenges and opportunities of social media. Business Horizons, 53, 59-63.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
  • Kuhn, S. (2001). Learning from the architecture studio: Implications for project-based pedagogy. International Journal of Engineering Education, 17(4-5), 349-352.
  • Landreneau, K. J. & Creek, W. (2008). Sampling strategies. Retrieved on 12 August 2009 from www.natco1.org/research/files/SamplingStrategies.pdf
  • LeNoue, M., Hall, T., & Eighmy, M. A. (2011). Adult education and the social media revolution. Adult Learning, 22(4), 4-11.
  • McCarthy, S. & Almeida, C. M. d. (2002). Self-authored graphic design: A strategy for integrative studies. Journal of Aesthetic Education, 36(3), 103-116.
  • Merriam, S. B. (Ed.). (1998). Qualitative research in practice: Examples for discussion and analysis. San Fransisco, CA: Jossey-Bass.
  • Morkel, J. (2011, September). Facebook-enhanced face to face learning: The architecture studio. Paper presented at the 5th International Computer & Instructional Technologies Symposium. Fırat University, Elazığ, Turkey.
  • Pak, B. & Verbeke, J. (2012). Design Studio 2.0: Augmenting reflective architectural design learning. Journal of Information Technology in Construction (ITcon), 17, 502-519. Retrieved on 13 April 2013 from http://www.itcon.org/cgi-bin/works/Show?2012_32
  • Punch, K. (2009). Introduction to research methods in education. London: Sage.
  • Rossman, G. B. & Wilson, B. L. (1985). Numbers and words: Combining quantitative and qualitative methods in a single large-scale evaluation study. Evaluation Review, 9(5), 627-643.
  • Sandbach, K. (2011). Graphic design and the aesthetics of place. Iridescent-Icograda Journal of Design Research, 1(2), 148-159. Retrieved on 12 October 2012 from http://iridescent. icograda.org/2011/05/03/graphic_design_and_the_aesthetics_of_place.php
  • Sara, R. (2006, April). Sharing and developing studio practice: A cross-disciplinary study comparing teaching and learning approaches in the art and design disciplines. Paper presented at the CLTAD Conference. London.
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Shreeve, A. (2011, May). The way we were? Signature pedagogies under threat. Researching Design Education. Paper presented at the 1st International Symposium for Design Education Researchers. Paris: Cumulus Association.
  • Shreeve, A., Wareing, S., & Drew, L. (2008). Key aspects of teaching and learning in the visual arts. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for learning and teaching in higher education: Enhancing academic practice (pp.345-362). London: Routledge.
  • STP (Studio Teaching Project). (2009). Curriculum development in studio teaching: Volume one: STP final report. Retrieved on 10 December 2010 from http://www.studioteaching.org/ ?page=key_ findings
  • Tam, D. (2013). Facebook by the numbers: 1.06 billion monthly active users. CNET. Retrieved on 25 March 2013 from http://news.cnet.com/8301-1023_3-57566550-93/facebook-by- the-numbers-1.06-billion-monthly-active-users/
  • Tashakkori, A. & Teddlie, C. (2009). Integrating qualitative and quantitative approaches to research. In L. Bickman & D. J. Rog (Eds.), The SAGE handbook of applied social research methods (pp.283-317). Los Angeles: Sage.
  • Tate, D. & Osborne, L. (2013). Facebook: A 24 hour studio environment for contemporary architectural education. Retrieved on 13 April 2013 from http://eprints.qut.edu.au/ 59549/
  • Wands, B. (2001). A philosophical approach and educational options for the e-designer. In S. Heller (Ed.), The education of an e-designer (pp.20-23). New York: Allworth.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Correspondence: Katja Fleischmann, Senior Lecturer and Design Researcher, School of
  • Creative Arts, James Cook University, Townsville, Australia
Year 2014, Volume: 5 Issue: 1, 39 - 52, 01.03.2014

Abstract

References

  • Allen, B., Caple, H., Coleman, K., & Nguyen, T. (2012, November). Creativity in practice: Social media in higher education. Paper presented at ASCILITE: Future challenges-Sustainable futures. Wellington, New Zealand.
  • Altheide, D. L., & Johnson, J. M. (2011). Reflections on interpretive adequacy in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 581-594). California: Thousand Oaks.
  • Armitage, A. (2007, September). Mutual research designs: Redefining mixed methods research design. Paper presented at the British Educational Research Association Annual Conference. University of London.
  • Austerlitz, N., Blythman, M., Grove-White, A., Jones, B. A., Jones, C. A., Morgan, S., Vaughan, S. (2008). Mind the gap: expectations, ambiguity and pedagogy within art and design higher education. In L. Drew (Ed.), The student experience in art and design higher education: Drivers for change (pp. 125-148). Cambridge: Jill Rogers Associates.
  • Barnes, K., Marateo, R.C., & Ferris, S.P. (2007). Teaching and learning with the net generation. Innovate, 3(4), 771-772.
  • Bennett, R. (2009). Drawing on the virtual collective: exploring online collaborative creativity (PhD), University of Sydney. Retrieved on 15 February 2010 from http://ses.library.usyd. edu.au/handle/2123/6433
  • Boys, J. (2011). Towards creative learning spaces: Re-thinking the architecture of post- compulsory education. New York: Routledge.
  • Brown, J.S. (2008). Foreword: Creating a culture of learning. In T. Liyoshi & M.S.V. Kumar (Eds.), Opening up education: The collective advancement of education through open technology, open content, and open knowledge (pp. xi-xvii). Cambridge: The MIT Press.
  • Danvers, J. (2003). Towards a radical pedagogy: Provisional notes on learning and teaching in art & design. International Journal of Art and Design Education, 22(1), 47-57.
  • Davis, M. (2008, April). Toto, I’ve got a feeling we’re not in Kansas anymore…. Paper presented at the AIGA Conference. Boston.
  • Davis, C. H. F. I., Deil-Amen, R., Rios-Aguilar, C., & Canche, M. S. G. (2012). Social media in higher education: A literature review and research directions. The Center for the Study of Higher Education at the University of Arizona and Claremont Graduate University.
  • Design Council. (2005). The business of design. Retrieved on 15 July 2007 from http://www.designcouncil.org. uk/publications/the-business-of-design/
  • Design Institute of Australia. (2009). Structure of the design industry: A structural view of design disciplines. Retrieved on 20 August 2009 from http://www.dia.org.au
  • Ellmers, G. (2005, September). A re-examination of graphic design pedagogy, and its application at the University of Wollongong: Towards a PhD study in design education. Paper presented at ACUADS Conference. Edith Cowan University, Perth.
  • Fielding, N. G. (2012). Triangulation and mixed methods designs: Data integration with new research technologies. Journal of Mixed Methods Research, 6(2), 124-136.
  • Gee, L. & Miller, H. (2006). Human-centered design guidelines. In D. G. Oblinger (Ed.), Learning spaces (pp. 10.11-10.13): EDUCAUSE. Retrieved on 13 August 2013 from http://www. educase.edu/research-and-publications/books/learning-spaces
  • Grahl, T. (2012). The 6 types of social media. Retrieved on 20 June 2013 from http://outthinkgroup.com/tips/the-6-types-of-social-media
  • Gray, C. & Malins, J. (2004). Visualizing research: A guide to the research process in art and design. Burlington: Ashgate.
  • Ham, J. J. & Schnabel, M. A. (2011). Web 2.0 virtual design studio: Social networking as facilitator of design education. Architectural Science Review, 54(2), 108-116.
  • Hart, J., Zamenopoulos, T. & Garner, S. (2011). The learning scape of a virtual design atelier. Compass: The Journal of Learning and Teaching at the University of Greenwich, 3, 1-15.
  • Hunt, L., Huijser, H., & Sankey, M. (2011). Learning Spaces for the digital Age: Blending space with pedagogy. In M. Keppell, K. Souter & M. Riddle (Eds.), Physical and virtual learning spaces in higher education: Concepts for the modern learning environment (pp.182-195). Heshey, Pennsylvania: IGI Global.
  • Icograda (International Council of Graphic Design Associations). (2011, October). ICOGRADA design education manifesto. Tapei. Retrieved on 3 January 2012 from http://www. icograda.org/education/ manifesto.htm
  • Johnson, B. & Christensen, L. (2008). Educational research - Quantitative, qualitative, and mixed approaches (3rd ed.). Los Angeles: Sage.
  • Kaplan, A. M. & Haenlein, M. (2010). Users of the world, unite The challenges and opportunities of social media. Business Horizons, 53, 59-63.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
  • Kuhn, S. (2001). Learning from the architecture studio: Implications for project-based pedagogy. International Journal of Engineering Education, 17(4-5), 349-352.
  • Landreneau, K. J. & Creek, W. (2008). Sampling strategies. Retrieved on 12 August 2009 from www.natco1.org/research/files/SamplingStrategies.pdf
  • LeNoue, M., Hall, T., & Eighmy, M. A. (2011). Adult education and the social media revolution. Adult Learning, 22(4), 4-11.
  • McCarthy, S. & Almeida, C. M. d. (2002). Self-authored graphic design: A strategy for integrative studies. Journal of Aesthetic Education, 36(3), 103-116.
  • Merriam, S. B. (Ed.). (1998). Qualitative research in practice: Examples for discussion and analysis. San Fransisco, CA: Jossey-Bass.
  • Morkel, J. (2011, September). Facebook-enhanced face to face learning: The architecture studio. Paper presented at the 5th International Computer & Instructional Technologies Symposium. Fırat University, Elazığ, Turkey.
  • Pak, B. & Verbeke, J. (2012). Design Studio 2.0: Augmenting reflective architectural design learning. Journal of Information Technology in Construction (ITcon), 17, 502-519. Retrieved on 13 April 2013 from http://www.itcon.org/cgi-bin/works/Show?2012_32
  • Punch, K. (2009). Introduction to research methods in education. London: Sage.
  • Rossman, G. B. & Wilson, B. L. (1985). Numbers and words: Combining quantitative and qualitative methods in a single large-scale evaluation study. Evaluation Review, 9(5), 627-643.
  • Sandbach, K. (2011). Graphic design and the aesthetics of place. Iridescent-Icograda Journal of Design Research, 1(2), 148-159. Retrieved on 12 October 2012 from http://iridescent. icograda.org/2011/05/03/graphic_design_and_the_aesthetics_of_place.php
  • Sara, R. (2006, April). Sharing and developing studio practice: A cross-disciplinary study comparing teaching and learning approaches in the art and design disciplines. Paper presented at the CLTAD Conference. London.
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Shreeve, A. (2011, May). The way we were? Signature pedagogies under threat. Researching Design Education. Paper presented at the 1st International Symposium for Design Education Researchers. Paris: Cumulus Association.
  • Shreeve, A., Wareing, S., & Drew, L. (2008). Key aspects of teaching and learning in the visual arts. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for learning and teaching in higher education: Enhancing academic practice (pp.345-362). London: Routledge.
  • STP (Studio Teaching Project). (2009). Curriculum development in studio teaching: Volume one: STP final report. Retrieved on 10 December 2010 from http://www.studioteaching.org/ ?page=key_ findings
  • Tam, D. (2013). Facebook by the numbers: 1.06 billion monthly active users. CNET. Retrieved on 25 March 2013 from http://news.cnet.com/8301-1023_3-57566550-93/facebook-by- the-numbers-1.06-billion-monthly-active-users/
  • Tashakkori, A. & Teddlie, C. (2009). Integrating qualitative and quantitative approaches to research. In L. Bickman & D. J. Rog (Eds.), The SAGE handbook of applied social research methods (pp.283-317). Los Angeles: Sage.
  • Tate, D. & Osborne, L. (2013). Facebook: A 24 hour studio environment for contemporary architectural education. Retrieved on 13 April 2013 from http://eprints.qut.edu.au/ 59549/
  • Wands, B. (2001). A philosophical approach and educational options for the e-designer. In S. Heller (Ed.), The education of an e-designer (pp.20-23). New York: Allworth.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Correspondence: Katja Fleischmann, Senior Lecturer and Design Researcher, School of
  • Creative Arts, James Cook University, Townsville, Australia
There are 48 citations in total.

Details

Other ID JA86UM97NZ
Journal Section Articles
Authors

Katja Fleischmann This is me

Publication Date March 1, 2014
Published in Issue Year 2014 Volume: 5 Issue: 1

Cite

APA Fleischmann, K. (2014). Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?. Contemporary Educational Technology, 5(1), 39-52.
AMA Fleischmann K. Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?. Contemporary Educational Technology. March 2014;5(1):39-52.
Chicago Fleischmann, Katja. “Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?”. Contemporary Educational Technology 5, no. 1 (March 2014): 39-52.
EndNote Fleischmann K (March 1, 2014) Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?. Contemporary Educational Technology 5 1 39–52.
IEEE K. Fleischmann, “Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?”, Contemporary Educational Technology, vol. 5, no. 1, pp. 39–52, 2014.
ISNAD Fleischmann, Katja. “Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?”. Contemporary Educational Technology 5/1 (March 2014), 39-52.
JAMA Fleischmann K. Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?. Contemporary Educational Technology. 2014;5:39–52.
MLA Fleischmann, Katja. “Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?”. Contemporary Educational Technology, vol. 5, no. 1, 2014, pp. 39-52.
Vancouver Fleischmann K. Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?. Contemporary Educational Technology. 2014;5(1):39-52.