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Introducing a studio based learning environment into Information Technology

Peter Jamieson
Angela Carbone
Kathy Lynch
Martin Atchison
David Arnott
School of Information Management and Systems
Monash University, Melbourne


Studios have been central to creative arts such as painting and creative professions such as architecture. Systems analysts are IT professionals whose work practice has much in common with architects. Systems analysts are tasked with clarifying information problems, defining client requirements, and designing information systems to satisfy those requirements. The physical construction of the information system is usually left to other professionals, however, like architects they need to know a great deal about the technology they are designing for. Systems analysts often work in teams and the ability to effectively communicate with clients is an essential skill. The School of Information Management and Systems at Monash University is piloting the studio in its Bachelor of Information Management and Systems in 2000.

This paper describes a framework for the development of studio based teaching and learning environment for IT related courses, and discusses results of the first phase of its implementation. The introduction of the studio has required a radical re-thinking of all elements of the teaching program. This paper briefly reviews the theoretical basis for a studio based learning environment in IT, and explains its pedagogical justification. The effects of its implementation on student learning and on teaching staff are described, and lessons for its future development and enhancement are discussed. It describes the following features of the studio that make it different to traditional teaching, including:

The layout and design of the physical teaching space
Lecture, laboratory and tutorial space is at a premium, yet on campus learning remains a fundamental feature of university life. This paper describes a re-configuration of current space in a way that enhances the articulation between physical and virtual learning environments. Students will learn and practice the skills and techniques required in an environment which encourages learning by doing, and which simulates the work settings that they will encounter subsequently in their professional careers. The studio is a place in which the students learning activities may simulate the work setting that they will encounter subsequently in their professional careers. The studio is also the place which will gear students to constantly interact with a group and studio director in a manner that will foster a collaborative culture in which fear is minimised and respect is maximised.

The teaching approach used
Collaborative or shared teaching can assume different forms. It may involve equal participation by the teachers in every class, or allocation of different teaching responsibilities throughout a program according to individual expertise or availability. Regardless, the most important thing is to provide students with a consistent approach to teaching and not get "mixed" messages. Research shows it is not sufficient for teachers to simply agree on a list of topics or curriculum. They need to move beyond this stage to discuss in detail their own intended approach to teaching a topic; what they want of students and how topics relate to other topics.

Portfolio assessment
A major component of the studio is for each student to develop a portfolio of their work. In a portfolio, the student presents and explains his or her best 'learning treasures' against the objectives. This means that assessment will be modified radically. A key aspect will be to place a major emphasis on negotiated, self directed assessment. Students have to reflect and use judgement in assessing their own work, and explain its match with the unit objectives. When students are given creative free reign, portfolios are full of complex and divergent surprises, aligned to the unit aims in ways that are simply not anticipated by the teacher. In the explanations for their selection of items, students explain how the evidence they have in their portfolio addresses their own or the official unit aims.

Web based and multimedia teaching tools
The nature and extent of possible technology based support for teaching ranges across a spectrum. In its least radical form, it involves simply supporting the delivery of traditional teaching materials in the traditional teaching environment (eg using computers in lecture theatres, disseminating notes via the web rather than in paper based form, etc). More radically, it may involve extending the traditional teaching environment, (eg through tele-teaching, using the web as the main medium for student-teacher communication, assessment, etc). In its most radical form it involves the complete replacement of traditional forms of teaching with a technology based alternative (the virtual campus, the electronic university, etc). This paper is premised on the assumption that the most appropriate teaching environment for future professionals in IT related careers is one which blends the use of technology with traditional teaching approaches and with studio based teaching.

Contact person: Angela Carbone. Email: Angela.Carbone@sims.monash.edu.au
Voice: 0407 886 791 Fax: +61 (0)3 9903 2005

Please cite as: Jamieson, P., Carbone, A., Lynch, K., Atchison, M. and Arnott, D. (2000). Introducing a studio based learning environment into Information Technology. In Flexible Learning for a Flexible Society, Proceedings of ASET-HERDSA 2000 Conference. Toowoomba, Qld, 2-5 July. ASET and HERDSA. http://cleo.murdoch.edu.au/gen/aset/confs/aset-herdsa2000/abstracts/jamieson2-abs.html


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Created 17 June 2000. Last revised: 17 June 2000. HTML: Roger Atkinson [atkinson@cleo.murdoch.edu.au]
This URL: http://cleo.murdoch.edu.au/gen/aset/confs/aset-herdsa2000/abstracts/jamieson2-abs.html