Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/4627
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dc.contributor.authorGarraway, James-
dc.contributor.authorde Villiers Morkel, J-
dc.date.accessioned2016-07-21T07:24:35Z-
dc.date.available2016-07-21T07:24:35Z-
dc.date.issued2014-
dc.identifier.urihttp://hdl.handle.net/11189/4627-
dc.description.abstractIn architectural technology studies, in the past the office was seen as the primary site for practice-based learning in the curriculum, supplementing on-campus studio learning. More recently another form of practice learning, namely community building projects, has been introduced. The authors were interested in the affordances offered for practice-based learning at these different sites, both in architecture and more generally in university studies associated with problem- and project-based open learning environments. Thus, the authors analysed students’ experiences at each site through Ingold (2000) and Lave’s (2012) lens of skilled practice, a sociomaterial approach to practice learning. Though both sites afforded professional learning, it was found that community projects did so most strongly. This was ascribed to the purposefulness of such projects and to the affordances of care and responsibility offered by them.en_US
dc.language.isoenen_US
dc.publisherUnisa Pressen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/en
dc.subjectProfessional learningen_US
dc.subjectPractice-based learningen_US
dc.subjectSociomaterial approachesen_US
dc.subjectExperiential and community-based learningen_US
dc.titleLearning at sites of practiceen_US
dc.typeArticleen_US
Appears in Collections:FID - Journal Articles (DHET subsidised)
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