Associate Dean of Curriculum, Graphic Arts
Due to financial concerns and shifting learner demographics, in many institutions, the hallmarks of studio pedagogy (small course sizes, dedicated unique learning spaces and extended course-meeting times) are eroding. The new reality for many programs is one where educators are expected to balance an increase in learners with a simultaneous decrease in contact time. There is an gap between what once was and what is now. One way many educators are choosing to navigate this gap is through using the internet to augment, extend, or otherwise decentralize studio-learning practices.
This constructivist grounded theory study endeavored to investigate how design educators are using the internet to augment and extend studio pedagogy. The primary research question was, how are design educators using the internet to extend and augment studio pedagogy?
The Replication Collaboration Continuum, the theory created from the study, posits that how educators use the internet to augment and extend studio pedagogy can best be conceptualized as a continuum, with replication as one terminal and collaboration as the other. This theory has broad relevance for all educators curious about how to implement greater decentralization into their learning spaces.
This presentation will provide a fast-paced romp through study findings, concluding with several practical next steps and provocative questions to help art and design educators think critically about their own studio pedagogy practice.