The intentional use of learning technologies to improve learning outcomes in studio.

At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to their assignment information and feedback from the learning management system (LMS) to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014) in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice.澳大利亚堪培拉大学（University of Canberra）设计与建筑学院正试点多种将教学技术融入一年级基础工作室课程的方法，以优化学生学习成效。本研究中，研究者采集了学生获取作业信息的相关数据，以及来自学习管理系统（learning management system, LMS）的反馈数据，以此分析学生在设计流程中的参与状况。该工作室课程旨在引导学生在构建自身对设计流程的认知时，遵循聚合-发散的动态循环模式（Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014）。授课教师围绕聚合节点、在线教学、评估工具及工作室反馈环节完成了课程定制设计。我们认为，以该模式应用教学技术，可提升学期初的教学目的性，深化学生对反馈的理解，并助力工作室实践中采用更具迭代性的基于问题的学习模式。

搜集汇总

背景与挑战

背景概述

该数据集源自一篇2017年的学术文章，研究了澳大利亚堪培拉大学在建筑与设计教育中，如何刻意使用学习技术（如学习管理系统）来提升工作室环境中的学习成果。它重点关注收敛与发散动态在设计过程中的应用，并通过收集学生作业访问和反馈数据，分析学生参与度，旨在优化基于问题的学习实践。