An unexpected journey: experiences of learning through exploration and experimentation
Connor, AM; Berthelsen, C; Karmokar, S; Marks, S; Kenobi, B; Walker, C
MetadataShow full metadata
Historically, the majority of approaches to post-secondary education are grounded in the same viewpoint. Students are introduced to specific techniques and are encouraged to apply these in the pursuit of directed learning. There has been a recent emergence of constructivist approaches propose students are capable of creating their own knowledge. Constructivist approaches are normally framed in terms of project-based frameworks. Students are provided a problem that directs their learning journey and creates a perceived need that engenders positive learning. However, there is often an implicit bias in the project that constrains the learning either in terms of the processes used or the expected outcomes leading to predictable outcomes that do not foster divergent thinking and creativity. This paper outlines experiences gained in promoting student-driven design teaching that focuses on whether learning can be more effective in the long term by embracing failure.