First Year students/ 30 students – one tutor/ Phase One

collage workshop – evaluation of learning through anonymous post-it notes:

• what did you grasp today? what’s still a bit confusing? (if a student didn’t understand something, however small and seemingly inconsequential, it would be
  heard (anonymously) and acted on.)
• whose work did you find successful? ( to remind students that whilst their drawings grow from personal values and engagement, they succumb to the viewers’ interpretations)

collage workshop – online summary from the session was prepared

• The online space of the VLE with content structured in the form of a tutorial session served to allow students to repeatedly go over moments of uncertainty or trouble from the workshop.

The demands of project based learning are rigorous: the need to generate elements of work continuously (or fear falling behind) puts pressure on students to sidestep conceptually difficult elements by creating works that seem correct yet do not demonstrate a grasp of the underlying principles

First Year students/ 30 students – one tutor/ Phase Two

learning orthographic projection – evaluation of mistakes & omissions

• double approach: hand design and CAD design of the same process_images looked right but were not right in both design environments

learning orthographic projection – online tools for tutoring

• fifteen minute podcast and sample sketchbook as online handout

Removing activities from the scheduled studio sessions offers a strategy for responding to a stuffed curriculum and frees up time to focus on elements of transformative learning

References

Williams, J., 2014. The design studio as liminal space. In Charrette 1(1) Summer 2014.

Image available here