Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design

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Matthew Powers (Clemson University, USA)

Self-Regulated Design Learning

A Foundation and Framework for Teaching and Learning Design

Matthew Powers (Clemson University, USA)

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English

Routledge
15 August 2016

Theory of architecture; Landscape art & architecture; Philosophy & theory of education; Teacher training; The environment

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design 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.

Self-Regulated Design Learning: A Foundation and Framework for Teaching and Learning Design 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 advanced approach that is empowering, inspiring, and vital.

By: Matthew Powers (Clemson University USA)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 216mm, Width: 138mm, Spine: 13mm
Weight: 272g
ISBN: 9781138816459
ISBN 10: 1138816450
Pages: 204
Publication Date: 15 August 2016
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Introduction Part 1: A Foundation for Self-Regulated Design Learning 1. Design Learning: A Problem-Based Approach to Learning How to Design 2. Epistemic Groundworks: Constructing Knowledge and Meaning in Design Learning 3. Theoretical Lens: A Social Cognitive View of Self-Regulated Learning 4. Inner Elements: Cognitive Processes and Strategies for Design Learning Part 2: A Framework for Self-Regulated Design Learning 5. Self-Regulated Design Learning: A Pedagogic Framework for Problem-Based Learning in Design Studios 6. Learning Circles: Prior Knowledge and Experience in Self-Regulated Design Learning 7. Moving Parts: The Self-Regulated Design Learning Process 8. Frames of Engagement: Heuristics for Optimal Self-Regulated Design Learning 9. Questions and Conclusions Glossary Index

Matthew N. Powers is an Associate Professor in the Department of Landscape Architecture at Clemson University, South Carolina, US. Dr. Powers teaches environmental design studios at various scales. His research emphasizes cognitive-oriented pedagogy and landscapes designed to enable teaching, learning, and play. Dr. Powers and his students have received numerous awards for outstanding research and innovative design.