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Abstract
Informed reflection is the conscious reconsideration of a thought, idea or experience with expressed objectives. In design education, informed reflection embraces both reflection on previous actions and encouragement of constant reflection during the design process. As a post-project learning component, it is intended to communicate information about the nature of design learning. A definition of informed reflection is presented in the context of educational research. Its importance is outlined and connections are made to design teaching objectives. Fifteen techniques for encouraging informed reflection are illustrated through specific examples. The techniques suggest ways for design educators to program reflection-on-action and to encourage and support reflection-in-action. A critical discussion about the difficulties and opportunities presented by this type of reflection in design education concludes the paper.
Additional information
Notes on contributors
Moura Quayle
Moura Quayle is an Assistant Professor in the Landscape Architecture Program and the School of Architecture at the University of British Columbia. Her research interests focus on design education and on the use of computers in participatory design and environmental education.
Douglas Paterson
Douglas Paterson is the Director of the Landscape Architecture Program at the University of British Columbia. His research interests are concerned with design education, design theory, and phenomenological issues in the landscape.