The document discusses the ATELIER-D project at The Open University, which explored new models of flexible distance learning in design. The project created an online framework called a virtual atelier to allow students and tutors to support design learning. Six initial pilot studies tested different technologies, informing the creation of three larger subsequent studies. Key lessons included that visually rich environments stimulate student communication and learning, learners have different motivations for online engagement, guidance is needed for new tools and interfaces, not all technologies scale well for large numbers of students, embedding new approaches is important, and community building requires interaction from both students and tutors.

1. The Open University
ATELIER-D PROJECT
Achieving Transformation, Enhanced Learning and Innovation through
Educational Recourses in Design
Developing Online Communities of Practice
Overview
The ATELIER-D project has explored new models of
flexible distance learning in design taking its cues
from the centuries-old model of a studio style of
teaching and learning to create a modern online
environment for reflective and self-aware learning.
ATELIER-D has created a framework for a new
online atelier that allows the student community, as
well as the tutors, to play a key role in supporting
design learning.
In the first year six pilot studies were conducted using
different Web 2.0 technologies (as illustrated here).
The findings of these studies informed the creation of
three larger studies in the second year.
Aim Objectives
◦ Transformation: of the design curriculum delivery at ◦ Demonstrate how a virtual atelier might support distance
the OU, using technology to support distance learning and teaching in design at the OU.
teaching & learning ◦ Explore the potential of various virtual atelier tools and to
◦ Enhancement: of the design learning of all students define the skills these lead to.
registered on selected courses ◦ Engage in dialogue with other HEIs to enhance the
◦ Innovation: in a wider arena by sharing course & relevance of the student experience and to demonstrate
programme developments with other higher wider applications for outputs.
education institutions (HEIs) offering design ◦ Develop resources to enable other faculties and HEIs to
programmes build on the knowledge gained in this project.
◦ Embedding and sustainability: of the use of new ◦ Support the University’s strategic objectives in e-
curriculum delivery methods learning.
Main Lessons Learnt
◦ Visually Rich Environments: A visually rich portfolio/gallery image-sharing environment stimulates student
communication and reflection on the learning content and the ability to critique other’s work. Peer support
through this medium facilitates deeper understanding and learning and the building of the learning community.
This can, in turn lead to greater rates of retention.
◦ Learners Motivations affect Perceptions of Online Space: Learners have different motives of online
engagement; some are more socially focused, while others are concerned with content. This is particularly
seen where social networking sites are used where students may already have an established social
presence. An understanding of this can help in the development of online activities to meet differing needs.
Particularly visual content can facilitate the transition between social context and context-focused learners.
◦ Everyone Needs a Little Guidance: Students (and tutors) need guidance and support to understand both the
technical and social aspects of a new interface. This is best delivered in an accessible and personal way. For
example through encouraging video introductions to new topics and tools such as OpenDesignStudio,
Elluminate and Compendium make them more approachable and accessible.
◦ Not All Technology Scales Well: Some technologies do not scale well to meet the needs of hundreds of
students registered on Open University design courses. Where technology has a steep learning curve or
complex registration procedures it must offer significant advantages over alternative delivery methods to make
its adoption worthwhile to students or tutors. For example, the use of virtual worlds offers huge potential for
design, but delivering this technology in high population modules is problematic.
◦ Embedding is Key: For any new interface to be used it needs to be embedded in the course rather than
bolted on. Delivery innovations should be implemented at the start of each module or course.
◦ Community Building: An online atelier needs to be accessible, welcoming and engaging to a broad
community and mixed ability of learners. Social-networking tools have proved effective in community building
yet they need to actively engage interaction from both learners and tutors for them to be effective.