framework for the implementation of a virtual design studio model in ...

� Learning by Doing and Problem Based Learning Approaches
Another important element of the pedagogical layer is the concept of
learning by doing. 293 Schank and Cleary illustrate that:
“The reason learning by doing works is that it strikes at the heart of the
basic memory process upon which humans rely. Human memory is
based on scripts and the generalisation of scripts. We learn how to do
things and then learn what we have learned is wrong and right. We learn
when our rules apply and when they must be modified. We learn when
our rules can be generalised and when to make note of exception. We
learn when our rules are domain bound or when they can be used
independent of domain”. 294
We learn all this by doing, by constantly having new experiences and
attempting to integrate those experiences, or more accurately, the
memory of those experiences into our existing memory structures. This
integration process relies upon new data provided by experience. When
new data is simply told to us, we don't know where in memory to put it
because we don't really understand the use of that data. When we
experience the data ourselves, we also experience, at the same time,
other sights, sensations, feelings, remembrance of goals achieved and
goals hoped for, and so on. In other words, we have enough contexts to
help us to know how to characterise what we have learned well enough
to find a place for it in memory and to begin the generalisation and
exception process. 295 This was promoted in the VDS 3 through the
variety of activities that encouraged the student to tackle the challenging
exercises before they attempted the feedback. The students were put
into situations where they were asked to perform tasks that lead them
later to realising its relevance, which helped them gather necessary
293
Karp, L., Lee, H. (2001) ‘Learning-by-doing and the choice of technology: the role of patience’. Journal
of Economic Theory, 100(1). p73-92.
294
Schank, R., Cleary, C. (2008). Engine for education. The institute for the learning science. Accessed
online at http://www.engines4ed.org/hyperbook/misc/ils.htm on 14/11/2009.
295
Kolb, A., Kolb, D. A. (1999). Bibliography of research on experiential learning theory and the Learning
Style Inventory. Cleveland, OH: Department of Organizational Behaviour, Weatherhead School of
Management.
137