%0 Journal Article
%T Critical perspectives of technology
%A Lorraine Marshalsey
%A Madeleine Sclater
%J Research in Comparative and International Education
%@ 1745-4999
%D 2018
%R 10.1177/1745499918761706
%X This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has increased dramatically. Conventional design studio facilities are being reconfigured into blended studio-based classroom learning spaces (often generically termed as ¡®studio¡¯). This study compares the lived experiences of students interacting with technology within two differing international studio settings. The two case studies used a Participatory Action Research approach and employed sensory affect as a lens through which learning within studio education was investigated using Participatory Design practice-led methods. The study finds that the Australian participants working within a TEL classroom-based environment faced significant obstacles to engagement and that their UK counterparts, who were situated within a conventional studio environment, much less so. This paper aims to support Communication Design students as they engage with studio education via the proposed transferable methodological framework ¨C the Methods Process Model
%K Educational research
%K technology-enhanced learning (TEL)
%K sensory affect
%K design studio education
%K Participatory Action Research (PAR)
%K Participatory Design (PD)
%K learning spaces
%U https://journals.sagepub.com/doi/full/10.1177/1745499918761706