Abstract:
Apprenticeship models of learning have generated renewed interest in learning and
adult education literature during the last decade. This paper suggests that this model
of learning might potentially open up learning spaces in the academy that traditionally
might not have been available in this learning context. It proposes that a communities
of practice model could be useful for developing both student and lecturer
professional practice in the field of design. Two case studies are used to highlight
some of the potential as well as some of the issues surrounding the implementation of
this learning model.
The first case study, in which a shared learning experience came about serendipitously
between a design academic and a group of design students will illustrate some of the
learning opportunities afforded by this approach. The case study suggests that this
model of learning, which involves students and lecturers sharing a workshop space to
produce models and prototypes, might contribute to enhanced questioning and
discussion around design process and strategy between students and lecturers. As well
as the benefits to students afforded by this learning model it provides academics with
an opportunity to be actively involved in their own professional skill development
which is thought to be an important part of practise-based design education. It is
proposed that an apprenticeship model of learning could supplement other teaching
and learning strategies, for example design studios, tutorials, lectures and workshops,
rather than replace them.
The second case study illustrates issues surrounding implementation of a community
of practice strategy into a final year design course in an Australian university. While it
was thought by the subject co-ordinator that this learning strategy would enhance
practice-based design learning, the case study highlights some of the dilemmas for
lecturers associated with this type of teaching strategy and discusses the subsequent
lack of uptake of this model by the academic staff. The difficulties associated with
implementing communities of practice draws attention to a paradox associated with
formalising the informal.
