TOWARDS A SHARED FUTURE IN DESIGN EDUCATION: A COLLABORATIVE DESIGN PEDAGOGY EXPERIMENT IN THE ARCHITECTURAL DESIGN STUDIO
Abstract
This study investigates how collaborative design pedagogy affects students' learning experiences in an architectural design studio (AD VII) that aims to develop cross-scale and interdisciplinary thinking skills. The study considers an AD VII studio case study using quantitative research methods. Throughout the semester, individual and group work processes were monitored, and students' experiences were evaluated through survey questions. The responses indicate that the collaborative design method applied in AD VII provides significant advantages in terms of access to information, diversity of ideas, depth of research, efficiency, quality of presentation, memorability, understanding the relationships between interdisciplinary fields of knowledge, and developing strategies across scales — all in line with the essential motivations of the method, which are collective mind and collective labor. There is a need to test collaborative learning pedagogy in courses other than the design studio and across the curriculum for a more extended period. Additionally, this study's hybrid configuration and process design can guide future research and practice, considering the specific areas for improvement mentioned in the conclusion. Ultimately, this study reveals the potential of collective intelligence and labor power, laying the foundation for future interdisciplinary studies in education and professional life.
Keywords
Collaborative Design Pedagogy, Collective Design, Collective effort, Design Education, Interdisciplinarity
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