An Explorative Tracing Of Peer Learning Dynamics In A PBL-Oriented Design Engineering Education

Abstract

Facilitating deep, sustainable, and long-term learning is not a trivial matter. It is a core challenge in the educational processes aiming at sculpting the profiles of future designers with ability to take part in tackling the pluriverse crisis of climate, biological and social aspects we are facing as a collective. In this context, the paper aims to provide a rich situational insight into peer learning dynamics of a problem-based learning (PBL) architectural education in Aalborg at the Department of Architecture, Design and Media Technology (CREATE). We specifically focus on the concept of peer learning within design education that tackles design issues, which are typically referred to as 'wicked' matter of complex proportions that needs addressing on a cross-disciplinary level. Previous research discusses the processes of designing as both linear and situational combining the tasks of analysis, problem formulation, solution, and evaluation showing how working analytically and design-oriented at the same time remains a focal core of the educational process of training designers. However, working in smaller groups addressing wicked design problems introduces also matters of collaboration, decision-making and communication as important skill sets. To contribute insights, the main research question is the following: "How can the didactical practice of peer learning in groups in architectural education contribute to address wicked design problems? Furthermore, what are the potentials and challenges of group work in the process of design?" The paper outlines firstly the state-of-the-art and theoretical foundations. Secondly, empirical material from teaching at CREATE including firsthand insights into design processes is presented. Finally, the paper concludes with a critical discussion on the didactic potential of peer learning in a design education.