Teaching an Online Graduate Multimedia Design Course Using Studio-Based Pedagogy
This design narrative describes the iterative process of redesigning a multimedia design and applications graduate course from a face-to-face to an online distance education format, attempting to replicate critical elements of studio-based pedagogy in a primarily asynchronous environment. The authors document their experiences from the initial planning phase of the course design process throughout the facilitation stages of teaching and learning during the duration of the sixteen-week course. Using a variety of data sources, including instructor observations, reflections, and journals, as well as student generated data such as products, communications among classmates and with the instructors, mid-semester (formative) and post-semester (summative) course evaluations, and student interviews, the authors describe this process and offer consideration for future designers within this narrative. As they documented and reflected on this experience, the instructors focused particular attention to the following elements: specific instructional technology resources that facilitated student understanding of course content and the instructional design process, logistical and technological barriers and steps taken to mitigate those barriers, and how to use their experiences to improve future iterations of the course.
digitaldesign competence. Digital Kompetanse, 3(2), 78-96.
Brocato, K. (2009). Studio based learning: Proposing, critiquing,
iterating our way to person-centeredness for better classroom
management. Theory Into Practice, 48(2),
138-146. doi: 10.1080/00405840902776459
Cennamo, K., Brandt, C., Scott, B., Douglas, S., McGrath, M., Reimer, Y.,
& Vernon, M. (2011). Managing the complexity of design problems
through studio-based learning. The Interdisciplinary Journal of
Problem-Based Learning 5(2), 12-36.
Dannels, D.P. (2005). Performing tribal rituals: A genre analysis of
“crits” in design studios. Communication Education 54(2), 136-160.
Dodlinger, M.J. (2015). Games & simulations for learning: Course
design case. International Journal of Designs for Learning 6(1), 54-
Hundhausen, C.D., Narayanan, N.H., & Crosby, M.E. (2008). Exploring
studio-based instructional models for computing education. ACM
SIGCSE Bulletin, 40(1), 392-396.
Kuhn, S. (1998). The software design studio: An exploration. Software,
Lackney. (1999). A history of the studio-based learning model.
Retrieved from http://www.edi.msstate.edu/work/pdf/history_studio_based_learning.pdf.
Schon, D.Å. (1992). Designing as reflective conversation with the
materials of a design situation. Knowledge Based Systems 5(1), 3-
Shaffer, D.W. (2003). Portrait of the Oxford design studio: An
ethnography of design pedagogy (WCER Working Paper No. 2003-
van Rooij, S. W., & Zirkle, K. (2016). Balancing pedagogy, student
readiness and accessibility: A case study in collaborative online
course development. Internet and Higher Education 28,
Volery, T., & Lord, D. (2000). Critical success factors in online
education. The International Journal of Educational Management
This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.