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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/154169
- Project based learning: not just another constructivist environment
- Pearson, Michael; Barlowe, Cherry; Price, Alun
- As the nature of learning becomes clearer and the learning outcomes we desire for students on completion of their courses are articulated within Universities' charters, it is evident that the fundemental 'cornerstone' still to be developed is the nature of the learning framework that successfully connects learning aims. learning process and learning outcomes. Within the School of Design it is our belief that project based learning makes this connection. The paper recognises that this framework has its beginnings within the traditional domain of Art and Design education where the structure has developed from a master apprentice relationship through to a teacher centred content framework, and finally at this stage, a student centred process driven framework. Within this framework students learn by fulfilling specific briefs which are set out as relevant problems which require solutions as an expression of their talents and skills in visual communication. The paper illustrates three examples of how this framework has been used to successfully connect the learning process with desired learning outcomes.
- Publication type
- Conference paper
- Proceedings of 'Cornerstones: What Do We Value in Higher Education?', the 22nd Annual HERDSA Conference, Melbourne, Victoria, Australia, 12-15 July 1999
- Publication year
- Design education; Framework; Higher education; Learning processes; Project based learning; Students
- Publisher URL
- Copyright © 1999.
- Peer reviewed