NDLI: Enhancing Knowledge, Skills, and Identity Development Through Collaborative Student-Led Learning: Experiences With the Gradual Empowerment of Students in a Planning Studio Course

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Enhancing Knowledge, Skills, and Identity Development Through Collaborative Student-Led Learning: Experiences With the Gradual Empowerment of Students in a Planning Studio Course

Content Provider	SAGE Publishing
Author	Purkarthofer, Eva Mäntysalo, Raine
Copyright Year	2022
Abstract	Studio courses are a common way to teach problem-based and applied skills in the field of urban and regional planning. In this article, we reflect on the experiences from a planning studio course that builds on the idea of gradually increasing student autonomy, peaking in the final phase of the course when the whole class self-organizes the content and delivery of a strategic plan. We term this approach “collaborative student-led learning,” arguing that it enables students to learn subject-related knowledge and skills related to communication, organization, and negotiation, while also supporting students’ personal and professional growth and identity development.
Related Links	https://journals.sagepub.com/doi/pdf/10.1177/0739456X221118599?download=true
ISSN	0739456X
Journal	Journal of Planning Education and Research (JPE)
e-ISSN	15526577
DOI	10.1177/0739456X221118599
Language	English
Publisher	Sage Publications CA
Publisher Date	2022-08-31
Publisher Place	Los Angeles
Access Restriction	Open
Rights Holder	© The Author(s) 2022
Subject Keyword	教学 problem-based learning planning education 规划教育职业认同发展以学生为中心的学习 aprendizaje basado en problemas student-centered learning enseñanza desarrollo de la identidad profesional autonomía del estudiante aprendizaje centrado en el estudiante student autonomy teaching professional identity development planificación de la educación 学生自主基于问题的学习
Content Type	Text
Resource Type	Article
Subject	Geography, Planning and Development Urban Studies Development

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