%0 Journal Article %1 doi:10.1080/13562517.2018.1461621 %A McLaughlan, Rebecca %A Lodge, Jason M. %D 2019 %I Routledge %J Teaching in Higher Education %K design education epistemic fluency learning studio teaching thinking %N 1 %P 81-97 %R 10.1080/13562517.2018.1461621 %T Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education %U /brokenurl# https://doi.org/10.1080/13562517.2018.1461621 %V 24 %X ABSTRACTTomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner.

@article{doi:10.1080/13562517.2018.1461621, abstract = { ABSTRACTTomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner. }, added-at = {2022-10-02T21:12:38.000+0200}, author = {McLaughlan, Rebecca and Lodge, Jason M.}, biburl = {https://www.bibsonomy.org/bibtex/2212b6d6244695552959b156163a7a035/yish}, doi = {10.1080/13562517.2018.1461621}, eprint = {https://doi.org/10.1080/13562517.2018.1461621}, interhash = {ea9c3086d90548d74865b0d74ab447e8}, intrahash = {212b6d6244695552959b156163a7a035}, journal = {Teaching in Higher Education}, keywords = {design education epistemic fluency learning studio teaching thinking}, number = 1, pages = {81-97}, publisher = {Routledge}, timestamp = {2022-10-02T21:12:38.000+0200}, title = {Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education}, url = {/brokenurl# https://doi.org/10.1080/13562517.2018.1461621 }, volume = 24, year = 2019 }