Self-regulated design learning: a foundation and framework for teaching and learning design
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Routledge
2017
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references and index. - Based on the author's thesis (Ph.D., Virginia Polytechnic Institute and State University, 2006) under title: Study of self-regulated learning in landscape architecture design studios |
| Beschreibung: | xxvi, 203 Seiten Illustrationen |
| ISBN: | 9781138816459 |
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Datensatz im Suchindex
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| adam_text | SELF-REGULATED DESIGN LEARNING
/ POWERS, MATTHEW N.YYEAUTHOR
: 2016
TABLE OF CONTENTS / INHALTSVERZEICHNIS
A FOUNDATION FOR SELF-REGULATED DESIGN LEARNING. DESIGN LEARNING: A
PROBLEM-BASED APPROACH TO LEARNING HOW TO DESIGN
EPISTEMIC GROUNDWORKS: CONSTRUCTING KNOWLEDGE AND MEANING IN DESIGN
LEARNING
THEORETICAL LENS: A SOCIAL COGNITIVE VIEW OF SELF-REGULATED LEARNING
INNER ELEMENTS: COGNITIVE PROCESSES AND STRATEGIES FOR DESIGN LEARNING
A FRAMEWORK FOR SELF-REGULATED DESIGN LEARNING. SELF-REGULATED DESIGN
LEARNING: A PEDAGOGIC FRAMEWORK FOR PROBLEM-BASED LEARNING IN DESIGN
STUDIOS
LEARNING CIRCLES: PRIOR KNOWLEDGE AND EXPERIENCE IN SELF-REGULATED
DESIGN LEARNING
MOVING PARTS: THE SELF-REGULATED DESIGN LEARNING PROCESS
FRAMES OF ENGAGEMENT: HEURISTICS FOR OPTIMAL SELF-REGULATED DESIGN
LEARNING
QUESTIONS AND CONCLUSIONS
DIESES SCHRIFTSTCK WURDE MASCHINELL ERZEUGT.
Contents
List of figures xi
List of tables xiii
Preface XV
A ck nowledgments xix
Introduction xxi
What is design learning? xxii
What is self-regulated learning or SRL? xxiii
What is self-regulated design learning or SRDL? xxiv
Organization xxv
Conclusion xxv
References xxvi
PART 1
A foundation for self-regulated design learning 1
1 Design learning: a problem-based approach
to learning how to design 3
Design education 5
The design studio 6
The studio project 8
The historic context of studio and project 9
Self-regulated learning, problem-based learning, and
contemporary design pedagogy 11
Problem-based learning 14
Conclusion 16
References 17
2 Epistemic groundworks: constructing knowledge
and meaning in design learning 20
Folk knowledge 21
Using knowledge 24
Constructivism: an epistemological foundation
for design learning 27
Origins: constructivist epistemology 28
Constructivist learning principles 33
Conclusion 37
References 38
3 Theoretical lens: a social-cognitive view of
self-regulated learning 40
Self-regulated learning: key factors 41
Pro-active engagement 41
Choice 42
Goals 42
Self-regulated learning: the social-cognitive view 43
Reciprocal determinism 45
Goals 49
Performance and learning orientations 51
Self-efficacy 53
Three sub-processes in social-cognitive learning theory 55
Cyclical phase model of self-regulated learning 58
Forethought phase 60
Performance phase 61
Self-reflection phase 62
Conclusion 63
References 64
4 Inner elements: cognitive processes and strategies
for design learning 67
Learning strategies 68
Categories of learning strategies 68
Cognitive processes 72
Metacognition 72
Acquiring design information 74
Utilizing design knowledge 77
Solving design problems 78
Developing expertise 83
Conclusion 85
References 86
PART 2
A framework for self-regulated design learning
5 Self-regulated design learning: a pedagogic
framework for problem-based learning in
design studios
Self-regulated design learning 92
How self-regulated design learning works 92
Illustrating self-regulated design learning 93
Characterizing self-regulated design learning 96
A comparison of self-regulated design learning
and conventional design pedagogy 108
Conclusion 112
References 113
6 Learning circles: prior knowledge and experience
in self-regulated design learning
Prior knowledge and designing 114
Acquiring design knowledge 115
Assimilation 115
Accommodation 116
Using design knowledge 117
Design knowledge and self-regulated design learning 118
Learning circles 119
Learning circles and self-regulated design learning 122
Transforming learning circles 124
Learning circles and the environment 124
Conclusion 126
References 129
89
91
114
130
7 Moving parts: the self-regulated design
learning process
The self-regulated design learning process:
background and synthesis 132
Pro-act phase 137
Act phase 141
Re-act phase 144
Self-regulated design learning: process-based
guidelines 148
Conclusion 149
References ISO
8 Frames of engagement: heuristics for optimal
self-regulated design learning
Capacity 153
Perspective 154
Correspondence 155
Orientation 156
Volition 158
Purpose 160
Timing 161
Preparation 162
Support 164
Structure 165
Feedback 166
Playfulness 167
Conclusion 168
References 169
9 Questions and conclusions
What is self-regulated design learning? 170
Why do design educators and learners need
self-regulated design learning? 172
Flow does self-regulated design learning work? 173
Flow can design educators use self-regulated
design learning to enhance teaching? 173
151
170
Key questions for implementing and orchestrating
self-regulated design learning 174
Prior knowledge and learning circles 174
Differentiation 177
Meaningfulness 178
Learning goal orientation 180
Learning process 183
Cognitive processes 185
Learning environment 187
Conclusion 189
References 191
Glossary
Index
192
199
Self-Regulated Design Learning reframes how educators in architecture,
landscape architecture, and other design disciplines think about teaching and
learning design. The book weaves together concepts of constructivism, social
cognitive theory, and self-regulated learning into a solid theoretical foundation
for innovative teaching that emphasizes meaning, memory, problem solving,
and mastery. The central goal of self-regulated design learning is making
design learnable so that students are encouraged to become active, engaged
participants in the design learning process.
Key features of the book include:
• examining the issues, values, and challenges of teaching and learning in
design;
- exploring select educational theories and concepts relevant to design
pedagogy;
- illustrating the pivotal relationships between design learning and
self-regulation; and
* discussing pedagogic techniques that support self-regulated design
learning and lead to greater student achievement and performance.
This book provides numerous examples and applications to help design
educators understand how to implement the self-regulated design learning
methodology in their studios. Through this book, design educators will
discover new ways of encouraging meaningful design learning through an
approach that is empowering, inspiring, and vital.
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| spellingShingle | Powers, Matthew N. 1973- Self-regulated design learning a foundation and framework for teaching and learning design Design Study and teaching (Higher) Learning, Psychology of Lerntheorie (DE-588)4114402-8 gnd Design (DE-588)4011510-0 gnd |
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| title | Self-regulated design learning a foundation and framework for teaching and learning design |
| title_auth | Self-regulated design learning a foundation and framework for teaching and learning design |
| title_exact_search | Self-regulated design learning a foundation and framework for teaching and learning design |
| title_full | Self-regulated design learning a foundation and framework for teaching and learning design Matthew N. Powers |
| title_fullStr | Self-regulated design learning a foundation and framework for teaching and learning design Matthew N. Powers |
| title_full_unstemmed | Self-regulated design learning a foundation and framework for teaching and learning design Matthew N. Powers |
| title_short | Self-regulated design learning |
| title_sort | self regulated design learning a foundation and framework for teaching and learning design |
| title_sub | a foundation and framework for teaching and learning design |
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| topic_facet | Design Study and teaching (Higher) Learning, Psychology of Lerntheorie Design |
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