| The interior design studio is an important process, which aims to shape the design sensitivities of students and develop their communicative abilities as well as their problem-solving skills. Within this context, the research studies a strategy for teaching interior design through a reality-based project. It is based on the analysis and evaluation of a practical experience that was applied to the third-level students at MSA university, faculty of Arts & Design, department of interior design – design studio III (Commercial Design) unit – the academic year 2020/2021. Where a group of students designed a real project for a real client. The research aims to peruse the extent of benefits from applying the reality-based project as one of the teaching strategies and find the best way to apply this strategy. The research explains this strategy and its importance from the point of view of modern learning theories. It outlines the most important related studies that have applied this strategy in the academic field. This concludes the preferred applications that should be followed in these types of strategies and found learning outcomes and criteria upon which students' projects are evaluated. Then it will discuss the applied experience, and concludes the results and recommendations by analyzing the final projects based on the criteria concluded from the previous studies, and through a questionnaire answered by the students.Problem: Does teaching interior design through a reality-based project achieves the learning outcomes and the interior design process better than the virtual project? Objectives: The research aims to deduce the benefits of applying the reality-based project as a teaching strategy in teaching interior design studios. Methodology:The research adopts experiential and analytical methods. It introduces the opinions of specialized scholars and academics on the importance of the reality-based project strategy and its relation to the experiential learning approach. The related study helps to conclude a set of learning outcomes provided by the reality-based project. Then the research analyzes the practical experience carried out by the students and evaluates it in light of 1) the learning outcomes of the unit, 2) the learning outcomes provided by the reality-based project, which was deduced from previous studies, 3) a questionnaire that surveys the students’ opinion to measure the extent to which they benefited from applying the reality-based project strategy. |
- Ashraf M. Soliman (2017). Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Frontiers of Architectural Research, Elsevier, Volume 6, Issue 2, June 2017, Pages 204-217.
- Clive L. Dym, Alice M. Agogino, Ozgur Eris (2005). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, January 2005.
- Dovey, Kim. Journal of Architectural and Planning Research 13, no. 3 (1996): 261–64. http://www.jstor.org/stable/43029222.
- Elizabeth Tarver (2013): What I wish I know: Interior Design Graduates Sense of Preparedness to Practice. Master of Fine Art thesis. The Florida State University College Visual Arts, Theatre and Dance. 2013. UMI Number: 1545966. Published by ProQuest LLC (2013).
- Kolb DA (1984): Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- L.M. Khodeir, A.A. Nessim (2019). Changing skills for architecture students’ employability: Analysis of job market versus architecture education in Egypt. Ain Shams Engineering Journal 11 (2020) 811-821. 2090-4479/ 2019 THE AUTHORS. Published by Elsevier BV on behalf of Faculty of Engineering, Ain Shams University. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
- Leyla Y. Tokman and Rusen Yamacli (2007). Reality-Based Design Studio in Architectural Education. Journal of Architectural and Planning Research, Vol. 24, No. 3 (Autumn, 2007), pp. 245-269 (25 pages), Published by: Locke Science Publishing Company, Inc.
- Makki, Alaa, Farooq, Maham, Alaskar, Nojoud (2019): The Design Process in Interior Design Studio: Integrating Interdisciplinary Approach in Undergraduate Level for Improving Professional Practice. Springer Verlag. Springer International Publishing AG, part of Springer Nature 2019. ISSN: 21945357.
- Michael F. Young (1993). Instructional Design for Situated Learning. Educational Technology Research and Development. ETR&D, Vol. 41, No. 1, pp. 43-58 ISSN 1042-1629.
- N. Utaberta, B. Hassanpour, M. Surat, A. I. Che Ani, N.M. Tawil (2012). Architecture from Teaching to Learning to Practice: Authentic learning Tasks in Developing Professional Competencies. World Academy of Science, Engineering, and Technology, International Journal of Educational and Pedagogical Sciences, Vol:6, No:7, 2012, ISNI:0000000091950263.
- Ng, Veronica (2013): Values of Learning Through ‘Place-Making’ in The Design Studio. ArchNet-IJAR: International Journal of Architectural Research; Cambridge Vol. 7, Iss. 1, (Mar 2013): 86-98.
- O.O. Demirbas¸ and H. Demirkan (2003). Focus on architectural design process through learning styles. Elsevier Science Ltd. DOI: 10.1016/S0142-694X(03)00013-9.
- Remon Rooij, Renate Klaassen (2019). Architecture and built environment design education: disciplinary and pedagogical developments. International Journal of Technology and Design Education (2020) 30:837–848.
- Schon, Donald A. (1987). Educating the Reflective Practitioner, Toward a New Design for Teaching and Learning in the Professions. Jossey-Bass higher education series, ISBN 1-55542-025-7.
- Shafik I Rifaat (2019). The Multidisciplinary Approach to Architectural Education: Bridging the Gap between Academic Education and the Complexities of Professional Practice. Shafik I Rifaat 2019 IOP Conf. Ser.: Mater. Sci. Eng. 471 082067.
- Sharon E. Sutton (2014). The Reality-Based Learning in Design Education. Design DEducation, Colombia University, Hand-on Learning. 6182P SPACE UNVEILED-A/rev/lb_Royal A Sabon/Sue/hypn 22/4/2014 Page 103.
- Zhou, Molly and Brown, David (2015), "Educational Learning Theories: 2nd Edition" (2015). Education Open Textbooks. 1. https://oer.galileo.usg.edu/education-textbooks/1
|
View on SCiNiTO
