Professional Design Practice
Class critiques an important part of Design education
Upon reflection for effective learning to take place no one theory can be used exclusively. Effective learning derives from a blend self-directed learning and of traditional learning theories. Learning is an active process where individuals construct their information in interactive, social settings. With design I use collaborative learning where the emphasis is on teamwork and the principle that collaborative and cooperative learning are favoured to expose the learner to alternative viewpoints. Dialogue with others gradually becomes internalised and becomes an individual’s inner speech, which subsequently is how they direct their own behaviour and thinking.
Collaborative learning enables learners to share alternative viewpoints, to develop critical thinking skills, and to reflect and improve on their own learning. This is achieved through discussion, clarification of ideas, and evaluation of others ideas. In summary, in collaborative learning the group engages in discussion, takes responsibility for working to achieve group goals, encourages critical thinking and provides space to challenge the viewpoints of others.
One belief is that collaborative learning eliminates competitiveness. I believe there is potential for cooperation to replace competitiveness in a co-operative learning environment. Sharing one’s ideas, working with others and sharing responsibility for learning could relief the fear some experience in a more traditional learning environment.
Upon reflection for effective learning to take place no one theory can be used exclusively. Effective learning derives from a blend self-directed learning and of traditional learning theories. Learning is an active process where individuals construct their information in interactive, social settings. With design I use collaborative learning where the emphasis is on teamwork and the principle that collaborative and cooperative learning are favoured to expose the learner to alternative viewpoints. Dialogue with others gradually becomes internalised and becomes an individual’s inner speech, which subsequently is how they direct their own behaviour and thinking.
Collaborative learning enables learners to share alternative viewpoints, to develop critical thinking skills, and to reflect and improve on their own learning. This is achieved through discussion, clarification of ideas, and evaluation of others ideas. In summary, in collaborative learning the group engages in discussion, takes responsibility for working to achieve group goals, encourages critical thinking and provides space to challenge the viewpoints of others.
One belief is that collaborative learning eliminates competitiveness. I believe there is potential for cooperation to replace competitiveness in a co-operative learning environment. Sharing one’s ideas, working with others and sharing responsibility for learning could relief the fear some experience in a more traditional learning environment.
Project assessment in the module is defined by creativity and innovation and exceptional high standards of quality. Finished pieces are not only appraised and evaluated by lecturing staff and student peers but also by independent, highly respected, industry representatives relevant to the area of work. Allied throughout the duration of a project is one-to-one informal feedback given to individual students in workshop sessions to develop and promote their self-evaluation and self directed, independent learning. This approach purposefully facilitates a variety of learning types and styles, e.g. auditory, visual-spatial, kinesthetic and logical-mathematical.
CAD CAM 3
My educational philosophy underpinning the core programme modules in Year 4 prioritises a student-centred approach to teaching and learning that purposely addresses the real world needs of the furniture industry. The teaching and applied research methodologies adopted include study visits, inputs from practitioners, market focused and pragmatic projects and live projects.
Through these experiences and challenges, students are educated in such capacities as critical reflection, independent and team problem-solving, leadership, professional responsibility, and skills expertise. These capacities are modelled in GMIT Letterfrack’s organic action research approach to developmental education.
Through these experiences and challenges, students are educated in such capacities as critical reflection, independent and team problem-solving, leadership, professional responsibility, and skills expertise. These capacities are modelled in GMIT Letterfrack’s organic action research approach to developmental education.