Collaborative Spectra: Mille Feuille Design Workshop – Teaching Individuals Design through Group Work (2017)
Ammon Beyerle (Here Studio & The University of Melbourne, Australia), and Greg Missingham (The University of Melbourne, Australia)
Abstract
Two teaching experiences that structured individual student learning through the designed variation of group work opportunities are examined: a graduate architectural design studio and a repeated undergraduate course focused on methods and approaches for designing. The teaching approaches draw on participatory design and group learning theories. Group work was structured as a series of overlapping layers to bring about an individual learning experience and a shared studio experience of creativity. Various outcomes are read against an excerpt from Nancy’s “The Inoperative Community” in Bishop’s Participation (2006b). The discussion is a means to further explore common interests in designing design processes, in particular through developing collaborative learning in design, and a social-reflective practice in students. The authors are figuring yet another way of developing creativity wherein a student’s skills, projects, and ideas come out of, and are intersected by a complexity of social processes, oppositions and the spectra that define them.
Introduction
Learning emerges because of interactive mechanisms, where individual knowledge is shared, disseminated, diffused and further developed through relational and belonging synergies. Collective learning can therefore be conceived as an evolutionary process of perfecting collective knowledge. (Rieger & Young, 2015, p. 60, citing SpringerReference.com)
Links to the full peer reviewed article
DOI: 10.4018/978-1-5225-0726-0.ch012