Recently we are urged to transform education into an evidence based profession, and promote scientific standards or practice. These calls are not new – they seem to emerge every few years. We do not argue with their goal, but we contend that the suitable frame of reference is the paradigm of design science, rather than the common metaphor of medical research. This paper proposes Design Inquiry ...

This paper is about Case Based Instruction (CBI) and not about computer implemented Case Based Reasoning systems, as some readers tend to assume. CBI is a very old method of teaching, particularly in the studio setting. Usually it takes the form of precedent analysis. An empirical study was conducted in order to better understand how experienced designers use cases in the course of a brief desi...

In this short paper we present the conceptual framework underlying research projects in a newly established research studio concerned with the design of technology-augmented creative environments. The studio investigates design-oriented collaborative environments for inspirational learning with demands on discovery and creative spaces. This is integrated with inquiries into artistic performance...

At the core of architecture education are design studio classes, where students test ideas, build physical models, and propose projects in a shared creative environment. The COVID-19 pandemic 2020 created large disruption this status quo required major shift whole experience teaching learning at studios. Using case study approach, present paper describes systematic process translating Physical ...

This paper reflects on Lancaster University’s software design studio, an approach for teaching software engineering that favours practical experimentation over traditional lectures. The studio has been running for two years at Lancaster. In the paper, we reflect on how students have used modeling as part of the studio experience. Our findings show that, given the freedom, students make heavy us...

Engaging middle school youth in STEM curricula resulting in desired conceptual changes is challenging. Furthermore, social media are identified as platforms where youth naturally congregate for sustained interaction. Studio STEM was designed as an after school programme to engage learners (ages 11–15) in design-based science inquiry within a studio environment, enhanced by social media and digi...