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dc.contributor.authorMancini, Francesco
dc.contributor.authorGlusac, Tanja
dc.date.accessioned2019-04-06T15:31:11Z
dc.date.available2019-04-06T15:31:11Z
dc.date.issued2018
dc.identifier.citationMancini, F. and Glusac, T. 2018. From Time to Time: A Constructivist Approach to Sociality in Learning, in Domenech, J. and Merello, P. and de la Poza, E. and Blazquez, D. (ed), Proceedings of the 4th International Conference on Higher Education Advances (HEAd), pp. 1567-1576, Jun 20-22 2018. Valencia: Universitat Politecnica de Valencia.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/75204
dc.identifier.doi10.4995/HEAD18.2018.8560
dc.description.abstract

Under the current financial pressures, tertiary education increasingly looks towards the corporate sector to import its model of management and efficiency. While benefits of this model can be seen in practice, in regard to staff and facilities management and financial viability, its impact on teaching and learning is causing a disruption to the very core of tertiary education, eroding sociality in learning and opportunities for sharing knowledge and values. Capacity to work in teams and ability to critically solve problems by collaborating and sharing insights and information are skills students are expected to gain during their studies. The development of these skills to their fullest using Design Thinking approach, however, is currently not widely supported, albeit desirable, in the present education context which is addressing the efficiency of time management by reducing contact time, increasing student/staff ratio and shifting towards integrated and mass education modes of delivery. While this paper is not disputing the existing model, it responds to its current challenges proposing a stronger integration of different factors contributing to learning. The aim is to present a collaborative working model as a way of bridging ‘the missing link between theoretical findings [on holistic and interdisciplinary learning] and demands by pedagogy science’. Such a model is envisioned to encourage sociality in learning and strategize space/time/experience management, ultimately enhancing knowledge and value sharing. Keywords: Design Thinking; Constructivism; Experiential Learning; Sociality; Studio Culture.

dc.languageEnglish
dc.publisher2018, Editorial Universitat Politècnica de València
dc.relation.urihttp://www.lalibreria.upv/
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectDesign Thinking
dc.subjectConstructivism
dc.subjectExperiential Learning
dc.subjectSociality
dc.subjectStudio Culture
dc.titleFrom Time to Time: A Constructivist Approach to Sociality in Learning
dc.typeConference Paper
dcterms.source.startPage1567
dcterms.source.endPage1576
dcterms.source.issn2603-5871
dcterms.source.title4th International Conference on Higher Education Advances (HEAd’18)
dcterms.source.isbn978-84-9048-690-0
dcterms.source.conference4th International Conference on Higher Education Advances (HEAd’18)
dcterms.source.conference-start-date20 Jun 2018
dcterms.source.conferencelocationValencia, Spain
dcterms.source.placeValencia, Spain
dc.date.updated2019-04-06T15:31:06Z
curtin.departmentSchool of Design and the Built Environment
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
dcterms.source.conference-end-date22 Jun 2018


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