Yazar "Tufek, Tugce Ecem" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim Yok
    Öğe
    An Unexpected Shift to an Online Design Studio Course: Student Insights on Design Critiques
    (Wiley, 2022) Tufek, Tugce Ecem
    Online education is not a common practice in design education. As the cornerstone of design education, the design studio incorporates a hands-on approach that stems from its materiality. This tactile character of the design studio has been challenged by the recent pandemic since many design schools and departments decided to proceed with their education online. Consequently, some fundamental pedagogical mechanisms that rely on the distinct habitat of the design studio were moved to the online context. Design critiques, a crucial activity in communicating design knowledge, were also carried to online channels. This shift from the physical to the online environment caused some changes in both the communication and understanding of design critiques. In the light of recent developments, this article reflects on students' perceptions of design critiques in an online studio setting. In-depth interviews were conducted with six industrial design students who started their semester in a physical studio environment but continued online. The study demonstrates that the students' impressions of design critiques have been affected by several factors that can be grouped under three categories: crit actors, crit process and crit context.
  • Küçük Resim Yok
    Öğe
    Locating writing in design education as a pedagogical asset
    (Routledge Journals, Taylor & Francis Ltd, 2022) Gelmez, Koray; Tufek, Tugce Ecem
    In pursuit of constructivist learning, design education can benefit from various methods, tools and applications that directly influence learners' design processes. In this sense, writing has become prominent as a learning and teaching tool with the attention of both design teachers and design researchers. However, there is no particular study addressing a comprehensive characterization of writing-related studies in design education within the existing literature. Through this scoping literature review, we sought answers about how writing serves as a pedagogical vehicle in design education. To achieve this, we extracted and identified studies in design education literature with three categories; conceptual and empirical studies, as well as instructional cases. Thematic analysis revealed four major themes with 18 sub-themes in which writing can render the design education discourse. Briefly, through a wide range of writing formats, writing can promote processes, develop skills, utilize tools and deal with issues regarding design.