Abstract
Over the past decade, a handful of researchers have studied the most important skills for becoming an effective instructional designer (Kenny, Zhang, Schwier, & Campbell, 2014; Lowenthal, Wilson, & Dunlap, 2010; Ritzhaupt, Martin, & Daniels, 2010; Sugar, Brown, Daniels, & Hoard, 2011; Sugar et al., 2012). While nearly all employers indicate the need for specific instructional design skills and knowledge (e.g., ADDIE, ID models), many of the most requested skills are neither technical nor theoretical, but instead include social skills such as creativity, teamwork, and communication. For example, collaboration was the second most requested skill of instructional design job postings in Sugar et al.’s (2012) findings, while communication skills was the third most requested ability. In a Delphi study of instructional designers in higher education, communication and social skills were the first and second most important skills, respectively (Sugar et al., 2011). In this chapter, we discuss how a studio-based approach to instruction may foster such skills.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Amabile, T. M. (1998). How to kill creativity. Boston, MA: Harvard Business School.
Azzam, A. M. (2009). Why creativity now? A conversation with Sir Ken Robinson. Educational Leadership, 67(1), 22–26.
Boling, E., & Smith, K. M. (2010). Intensive studio experience in a non-studio masters program: Student activities and thinking across levels of design. Montreal, QC: Design Research Society.
Boling, E., & Smith, K. M. (2014). Critical issues in studio pedagogy: Beyond the mystique and down to business. In B. Hokanson & A. S. Gibbons (Eds.), Design in educational technology. Design thinking, design processes, and the design studio (pp. 37–56). Heidelberg, Germany: Springer.
Brandt, C. B., Cennamo, K., Douglas, S., Vernon, M., McGrath, M., & Reimer, Y. (2011). A theoretical framework for the studio as a learning environment. International Journal of Technology and Design Education, 23(2), 329–348. doi:10.1007/s10798-011-9181-5.
Brown, J. S. (2005). New learning environments for the 21st century. Retrieved January 29, 2015, from http://www.johnseelybrown.com/newlearning.pdf.
Burleson, W. (2005). Developing creativity, motivation, and self-actualization with learning systems. International Journal of Human–Computer Studies, 63(4), 436–451.
Cennamo, K., & Brandt, C. (2012). The “right kind of telling”: Knowledge building in the academic design studio. Educational Technology Research and Development, 60(5), 839–858.
Cennamo, K., Brandt, C., Scott, B., Douglas, S., McGrath, M., Reimer, Y., et al. (2011). Managing the complexity of design problems through studio-based learning. Interdisciplinary Journal of Problem-Based Learning, 5(2). doi:10.7771/1541-5015.1253.
Clinton, G., & Rieber, L. P. (2010). The studio experience at the University of Georgia: An example of constructionist learning for adults. Educational Technology Research and Development, 58(6), 755–780.
Crofts, N. (2014, April 29). BYU animation program brings home 2 student Emmys. Retrieved from http://www.ksl.com/?sid=29686907
Egan, T. M. (2005). Creativity in the context of team diversity: Team leader perspectives. Advances in Developing Human Resources, 7(2), 207–225. doi:10.1177/1523422305274526.
Farmer, J. (2014). Teaching novice programmers how to debug their code. Code:Union [Web page]. Retrieved from http://blog.codeunion.io/2014/09/03/teaching-novices-how-to-debug-code/
Fundacion Paraguaya. (2014). Poverty stoplight. Retrieved from http://www.fundacionparaguaya.org.py/?page_id=490
Gibbons, A. S., & Rogers, C. P. (2009). The architecture of instructional theory. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-design theories and models: Building a common knowledge base (Vol. III, pp. 305–326). New York: Routledge.
Hokanson, B., & Gibbons, A. S. (2013). Design in educational technology. Design thinking, design processes, and the design studio. New York: Springer.
Justeson, S. (2004). University in communities of practice. In P. Hildreth & C. Kinble (Eds.), Knowledge networks: Innovation through communities of practice (pp. 79–95). Hershey, PA: Idea Group Publishing.
Kenny, R. F., Zhang, Z., Schwier, R. A., & Campbell, K. (2014). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 1–11.
Mamykina, L., Candy, L., & Edmonds, E. (2002). Collaborative creativity. Communications of the ACM, 45(10), 96–99. doi:10.1145/570907.570940.
McWilliam, E., & Dawson, S. (2005). Teaching for creativity: Towards sustainable and replicable pedagogical practice. Higher Education, 56(6), 633–643.
Lowenthal, P., Wilson, B. G., & Dunlap, J. C. (2010). An analysis of what instructional designers need to know and be able to do to get a job. In Annual Meeting of the Association for Educational Communications and Technology, Anaheim, CA.
Madjar, N. (2005). The contributions of different groups of individuals to employees’ creativity. Advances in Developing Human Resources, 7(2), 182–206. doi:10.1177/1523422305274525.
Mooallem, J. (2013, May 23). When Hollywood wants good, clean fun, it goes to Mormon country. The New York Times. Retrieved from http://www.nytimes.com/2013/05/26/magazine/when-hollywood-wants-good-clean-fun-it-goes-to-mormon-country.html?pagewanted=all&_r=1&
Nelson, W. A. (2003). Problem solving through design. New Directions for Teaching & Learning, 2003(95), 39–45.
Orey, M., Rieber, L., King, J., & Matzko, M. (2000). The studio experience: Curriculum reform in an instructional technology graduate program. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April, 2000.
Randall, D. L., Johnson, J. C., West, R. E., & Wiley, D. A. (2013). Teaching, doing and sharing project management: The development of an instructional design project management textbook. Educational Technology, 53(6), 24–28.
Reimer, Y. J., Cennamo, K., & Douglas, S. A. (2012). Emergent themes in a UI design hybrid-studio course. In SIGCSE’12: Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (pp. 625–630). ACM. doi:10.1145/2157136.2157315.
Rieber, L. P. (2000). The studio experience: Educational reform in instructional technology. In D. G. Brown (Ed.), Teaching with technology: Seventy-five professors from eight universities tell their stories (pp. 195–196). Bolton, MA: Anker.
Ritzhaupt, A., Martin, F., & Daniels, K. (2010). Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis. Journal of Educational Multimedia and Hypermedia, 19(4), 421–449.
Sawyer, R. K. (2006). Educating for innovation. Thinking Skills and Creativity, 1(1), 41–48. doi:10.1016/j.tsc.2005.08.001.
Smith, P. L., & Ragan, T. J. (2004). Instructional design. Hoboken, NJ: Wiley.
Sugar, W., Brown, A., Daniels, L., & Hoard, B. (2011). Instructional design and technology professionals in higher education: Multimedia production knowledge and skills identified from a delphi study. Journal of Applied Instructional Design, 1(2), 30–46.
Sugar, W., Hoard, B., Brown, A., & Daniels, L. (2012). Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job postings. Journal of Educational Technology Systems, 40(3), 227–249.
West, R. E. (2009). What is shared? A framework for understanding shared innovation within communities. Educational Technology Research and Development, 57(3), 315–332.
West, R. E. (2014). Communities of innovation: Individual, group, and organizational characteristics leading to greater potential for innovation. TechTrends, 58(5), 53–61.
West, R. E., & Hannafin, M. J. (2011). Learning to design collaboratively: Participation of student designers in a community of innovation. Instructional Science, 39(6), 821–841.
West, R. E., Tateishi, I., Wright, G. A., & Fonoimoana, M. (2012). Innovation 101: Promoting undergraduate innovation through a two-day boot camp. Creativity Research Journal, 24(2–3), 243–251.
West, R. E., Williams, G. S., & Williams, D. D. (2013). Improving problem-based learning in creative communities through effective group evaluation. Interdisciplinary Journal of Problem-Based Learning, 7(2). doi:10.7771/1541-5015.1394.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Rich, P.J., West, R.E., Warr, M. (2015). Innovating How We Teach Collaborative Design Through Studio-Based Pedagogy. In: Orey, M., Branch, R. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 39. Springer, Cham. https://doi.org/10.1007/978-3-319-14188-6_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-14188-6_11
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-14187-9
Online ISBN: 978-3-319-14188-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)