Design Cognition:
Optimizing knowledge transfer in digital design pedagogy
Keywords:
digital design, knowledge, design pedagogy, knowledge transfer, novice learnerAbstract
Digital design as a medium for design research, praxis, and education has fundamentally disrupted the structuring of analog pedagogical contexts through an increased diversity of ontological, phenomenological, and existential design conditions. In an educational discipline noted for its exceptionally inefficient degree of knowledge transfer, how can traditional architectural pedagogy bear the burden of rapidly increasing educational content without exacerbating its instructional inefficiencies? Furthermore, how can cognitive overload for novice learners in this context be mitigated? The purpose of this paper is to frame, expose, and explore how knowledge transfer in regard to the novice learner may be impacted by digital design as an architectural medium. The design education literature in both analog and digital environments as well as cognitive theories of learning will be explored to construct a theoretical lens through which the learning affordances and challenges of digital design can be addressed. Research conducted by Ausubel, R. Oxman, Schön, Sweller, and others will be used to expose the cognitive logics associated with introductory digital design and digital skill thinking. Cognitive issues including meaningful learning, cognitive processing efficiency, and automative thinking will be considered. Pedagogical strategies supported by the educational literature related to schema development and cognitive loading will be suggested for educating novice learners in digital design. Design cognition as a subject for future research holds seminal importance in modern design education. It cannot be assumed that the pedagogical methods that provided the cornerstones of architectural education in an analogue environment remain relevant in digital contexts.
