About this paper

Appears in:
Pages: 5219-5226
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.2262

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

INTERDISCIPLINARY AUTHENTIC LEARNING: ADAPTIVE COLLABORATION IN DESIGN STUDIOS

S. Whitburn, P. Allan, S. Kebbell, M.A. Schnabel

Victoria University of Wellington (NEW ZEALAND)
This paper contributes to the research on the challenges of teaching and learning interdisciplinary collaboration in architectural education. It reflects on an experimental master’s studio design project at Victoria University of Wellington; addresses the challenges associated with the successful integration of different disciplinary design perspectives, pedagogical and conceptualization approaches; and reflects on cultural and disciplinary domains that enabled authentic learning in design education.

The studio project was run in three parallel classes from Architecture, Interior Architecture and Landscape Architecture disciplines. The complex design brief asked students to explore how design could encourage Maori coastal farmers to adapt to sea level rise. The different world-view (Matauranga Māori) provided a programmatic foundation for cross-disciplinary exchange. Weekly studio preparation assignments (SPA's) acted as an interdisciplinary-specific framework for the students. Weekly ‘Marketplace’ studio sessions enabled the students to engage with the other disciplines by seeking out similar projects and discussing how to integrate their approach to the brief. A series of ‘events’ staged throughout the semester served to further reinforce the authentic learning environment whereby each learner was expert of their disciplinary design actions and at the same time consultant to the other learners interdisciplinary design endeavours. The structure enabled interdisciplinary collaboration rather than forcing it, and was responsive to the needs of students as they arose.

The specific cultural ground proved an excellent ‘place’ for the interdisciplinarity to operate. As master’s students, they had already formed a strong foundation in their own discipline, and were able to engage from a position of strength to reach a higher level of engagement from a much more autonomous learning platform. Barriers to learning evolved around three main areas; the extent of cultural immersion, the cohesion of the SPA’s across each discipline, and the strength of the connections made within the Marketplace.
@InProceedings{WHITBURN2016INT,
author = {Whitburn, S. and Allan, P. and Kebbell, S. and Schnabel, M.A.},
title = {INTERDISCIPLINARY AUTHENTIC LEARNING: ADAPTIVE COLLABORATION IN DESIGN STUDIOS},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.2262},
url = {http://dx.doi.org/10.21125/iceri.2016.2262},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {5219-5226}}
TY - CONF
AU - S. Whitburn AU - P. Allan AU - S. Kebbell AU - M.A. Schnabel
TI - INTERDISCIPLINARY AUTHENTIC LEARNING: ADAPTIVE COLLABORATION IN DESIGN STUDIOS
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.2262
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 5219
EP - 5226
ER -
S. Whitburn, P. Allan, S. Kebbell, M.A. Schnabel (2016) INTERDISCIPLINARY AUTHENTIC LEARNING: ADAPTIVE COLLABORATION IN DESIGN STUDIOS, ICERI2016 Proceedings, pp. 5219-5226.
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