
The design studio as liminal space
This study focuses on the efficacy of design studio as a form of teaching and learning, where traditional approaches can act to position the tutor as a defender of the knowledge community rather than a discourse guide for the student. The broad curriculum of architectural education
with its divergent outcomes resulting from project based learning also makes it difficult to agree on what constitutes the fundamental elements of the curriculum. The research used an approach based on threshold concepts to assist in identifying and overcoming these shortcomings. Such approaches
have been described as 'liminal': holding the learner in a supportive 'in-between' state where learning resources can be directed to that which is troublesome and conceptually difficult. The study involved the use of practices to identify troublesome knowledge in design studio and conceptualise
blended learning as part of a liminal studio space.
Keywords: BLENDED LEARNING; DESIGN STUDIO; THRESHOLD CONCEPTS; TROUBLESOME KNOWLEDGE
Document Type: Research Article
Publication date: June 1, 2014
Charrette is the open access peer reviewed journal of the asssociation of architectural educators (aae). Contributions are welcomed from practitioners and theorists engaged in innovative and significant architectural education and research.
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