Development of design expertise by architecture students

Oluwatayo, A. A.; Ezema, I. C.; Opoko, A. P.

doi:10.5204/jld.v10i2.268

Cited by 11 publications

(29 citation statements)

References 38 publications

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“…These emerged patterns for building expertise and self-evaluation confirm what previous studies noted, that formal education is not the only way to develop design expertise; but additionally, the individuals' personal investments play a magnificent role (Oluwatayo et al, 2017). Consequently, students have to be very attentive to their personal investments.…”

Section: The Students' Various Learning Activitiessupporting

confidence: 86%

“…The work of Donald Schön (1988) and others (Jolley, 2013;Oluwatayo et al, 2017) illustrated that the design activities practised by the students play a significant role in constructing design-knowledge through interacting with an ill-defined problem, in order to ultimately develop it into a final design artifact. Furthermore, several studies highlighted the various challenging roles that tutors have to adopt in co-constructing design-knowledge (Goldschmidt et al, 2010) via different approaches and methodologies in teaching architectural students (Cennamo & Brandt, 2012;Kamble, 2016).…”

Section: (A) Activitymentioning

confidence: 99%

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The Dynamics of Design- Knowledge Construction: The Case of a Freshman Architectural-Design Studio in Egypt

Haridy

Khalil

Bakir

2022

IJLTER

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Reviewing the literature indicates a lack of studies that explicitly describe the dynamics of design-knowledge construction in architectural pedagogy. Accordingly, this study attempts to empirically explore the process of constructing design-knowledge within a freshman architectural-design studio in the Egyptian context. In the spring 2020 semester, interpretive qualitative research was initially conducted in an on-campus setting, followed by a period within an online setting, after the COVID-19 lockdown. A total of 12 students, in addition to four teaching assistants and the course instructor, were involved in this study. Multiple data-gathering tactics, such as field observations, semi-structured interviews, and document archives were employed. Conventional content analysis was adopted, in order to extract the patterns that describe the design-knowledge construction within the case under investigation. The study revealed ten themes within three categories: students’ learning activities, faculty-pedagogical strategies, and social interactions. This paper discusses one theme from each of these categories: (1) students’ recourse to self-directed learning, (2) the faculty’s coaching within the educational setting, and (3) the studio’s socio-communal cohesion. The findings of this study confirmed that the construction of design-knowledge is an integrally situated process, which cannot be studied without the presence of all its various components. Such a study presents a contribution that could inform future pedagogical initiatives which aim to create stimulating architectural learning environments in a post-pandemic reality.

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Section: The Students' Various Learning Activitiessupporting

confidence: 86%

Section: (A) Activitymentioning

confidence: 99%

The Dynamics of Design- Knowledge Construction: The Case of a Freshman Architectural-Design Studio in Egypt

Haridy

Khalil

Bakir

2022

IJLTER

View full text Add to dashboard Cite

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“…Conditional knowledge. Conditional knowledge is the knowledge of "when" or "under what conditions;" it consists of recognizing the conditions under which given concepts and procedures apply (Bransford et al, 2000;Oluwatayo, Ezema, & Opoko, 2017;Vasyukova, 2012). When one uses their conditional knowledge, they regulate and direct their conceptual and procedural knowledge.…”

Section: Types Of Knowledgementioning

confidence: 99%

“…As Barrotta and Montuschi (2018) put it, experts have "knowledge of the specific relevant circumstances to which [theory] is applied" (p. 390). Experts are skilled at decision-making under novel situations because they recognize conditional patterns and can focus on productive strategies (Elvira et al, 2017;Ivarsson, 2017;Johnson, 2005;Oluwatayo et al, 2017) Where novices are swimming in a sea of surface features, experts cut through to the conditions that are salient and essential (Le Maistre, 1998;Swan et al, 2020;Van de Wiel, 2017).…”

Section: Types Of Knowledgementioning

confidence: 99%

Modeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications

Cardenas

West²,

Swan³

et al. 2020

Red

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En la educación superior, los profesores generalmente se contratan por su experiencia en el campo. Han recibido una amplia formación en la disciplina, pero han recibido una formación limitada en la enseñanza. Por lo tanto, luchan de dos maneras para enseñar y desarrollar la experiencia en los principiantes: en primer lugar, a menudo no saben cómo funciona su propia experiencia intuitiva y, en segundo lugar, carecen de una estrategia pedagógica para enseñar a los estudiantes su toma de decisiones intuitiva y experta. En este artículo, sintetizamos la literatura sobre estas dificultades para expertos. Luego, discutimos cómo DBL (aprendizaje basado en decisiones) usa el análisis de tareas cognitivas para ayudar a los expertos a hacer explícito su conocimiento y cómo DBL puede ser una solución pedagógica apropiada para muchos profesores universitarios. Finalmente, proporcionamos estudios de caso de DBL en acción y discutimos cómo la tecnología educativa puede apoyar la teoría y la práctica del aprendizaje basado en decisiones. In higher education, faculty are generally hired for their expertise in the field. They have received extensive training in the discipline but have received limited training in teaching. Thus, they struggle in two ways to teach and develop expertise in novices: First, they are often blind to how their own intuitive expertise functions, and second, they lack a pedagogical strategy to teach their intuitive expert decision-making to students. In this paper, we synthesize the literature on these difficulties for experts. We then discuss how DBL uses cognitive task analysis to help experts make their knowledge explicit and how DBL may be an appropriate pedagogical solution for many university professors. Finally, we provide case studies of DBL in action and discuss how educational technology can support the theory and practice of Decision-based Learning.

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“…Currently, there is a plethora of different directions in the field of design expertise research e.g., industrial design (Huang and Li, 2015;Oygür and Ülkebas, 2021;Yilmaz and Daly, 2016;Jagtap, 2018;Rusten and Bryson, 2007), engineering design (Ahmed, 2007;Atman et. al., 2007;Steele, 2012), and architectural design (Alipour, 2021;Bernal, 2016;Gulari, 2015;Oluwatayo et. al., 2017), service design (Kuosa and Westerlund, 2012;Wetter-Edman and Malmberg, 2016), software design (Popovic and Kraal, 2010;Petre, 2009), interaction design (Begnum et.…”

Section: Introductionmentioning

confidence: 99%

Design Expertise: A Structured Literature Review

2023

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Today research has come far in explaining distinct aspects of design expertise at different skill levels. However, with the increasing number of studies, we argue there is a need to assimilate present knowledge. In this paper we advance the field of design expertise by conducting a structured literature review. Through a systematic search of papers, from 1970 to today, we identify 110 papers concerning design expertise. We then analyze the accumulated research, and map how design expertise research has evolved, in terms of what we know and what remains unexplored. Through the review, we contribute with a distinction of skills acquisition at increasing levels of design expertise.

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Development of design expertise by architecture students

Abstract: Abstract

Cited by 11 publications

References 38 publications

The Dynamics of Design- Knowledge Construction: The Case of a Freshman Architectural-Design Studio in Egypt

The Dynamics of Design- Knowledge Construction: The Case of a Freshman Architectural-Design Studio in Egypt

Modeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications

Design Expertise: A Structured Literature Review

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