MEANINGFUL LEARNING IN WEB-BASED DESIGN TEACHING ENVIRONMENTS.

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Bibliographic Details
Title:	MEANINGFUL LEARNING IN WEB-BASED DESIGN TEACHING ENVIRONMENTS.
Authors:	Grassi, Mario De¹, Giretti, Alberto¹, Natale, Francesco²
Source:	Proceedings of the IADIS International Conference on Cognition & Exploratory Learning in Digital Age. 2005, p333-340. 8p. 3 Black and White Photographs, 1 Diagram, 1 Graph.
Subject Terms:	Internet in education, Computer assisted instruction, Classroom environment, Learning ability, *Online education
Abstract:	Design is one of teaching's most demanding domains. A good design teacher must be capable of maturing a wide set of competences ranging from very specific domain knowledge to general purpose meta-cognitive skills. Few studies have attempted a detailed analysis of students' designerly thinking as they solve design problems in distance learning environments. In this paper we report some of the results achieved during the WINDS project, a large scale, fifth framework, EU funded project which involved 23 European Universities, research centers and industries, and aimed at developing an advanced web based learning environment for architectural design. The paper discusses the cognitive and pedagogical models that led to the development of the technological solutions. The results of the experiments carried out in order to validate the overall approach demonstrate that the solutions proposed suit learning design knowledge, and they demonstrate how they could mitigate the negative impact distance learning environments have on design practice. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Design is one of teaching's most demanding domains. A good design teacher must be capable of maturing a wide set of competences ranging from very specific domain knowledge to general purpose meta-cognitive skills. Few studies have attempted a detailed analysis of students' designerly thinking as they solve design problems in distance learning environments. In this paper we report some of the results achieved during the WINDS project, a large scale, fifth framework, EU funded project which involved 23 European Universities, research centers and industries, and aimed at developing an advanced web based learning environment for architectural design. The paper discusses the cognitive and pedagogical models that led to the development of the technological solutions. The results of the experiments carried out in order to validate the overall approach demonstrate that the solutions proposed suit learning design knowledge, and they demonstrate how they could mitigate the negative impact distance learning environments have on design practice. [ABSTRACT FROM AUTHOR]