Application of Kolb’s Learning Theory as a Framework for Teaching Universal Design
Bibliographic Data
| ID | 13101779 |
|---|---|
| Authors | Louise Jones (0000-0001-9901-4135, corresponding author) |
| Year | 1995 |
| Volume | 22 |
| Issue | 1-2 |
| Pages | 62-76 |
| Publication date | 1995-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Housing and Society (JOURNAL) |
| Journal identifiers | ISSN: 2376-0923 • E-ISSN: 0888-2746 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/08882746.1995.11430221 |
| OpenAlex | W2255252570 |
| Language | EN |
| References cited | 3 |
The concept of Universal Design considers the environmental needs of people of all ages and abilities. This concept is much broader than the typical approach which emphasizes design for special populations or for compliance with barrier free building codes, the Fair Housing Act, or the Americans with Disabilities Act. If the designed environment is to meet the needs of all users and accommodate changes over their lifespans, design students need to accept Universal Design as a personal design philosophy that is the underlying premise for all of their design work. Kolb’s theory of experiential learning and inventory of learning styles was used as a conceptual framework to develop studio activities that encouraged interior design students to adopt Universal Design as an underlying premise for their own design work. Analysis of the pre/post test results and student commentary indicates there was a change in both knowledge of and attitude toward the concept of Universal Design. Although there is no way to be certain that this change is a direct result of developing the studio activities using Kolb’s theory of experiential learning and inventory of learning styles, the results of this pilot project suggest that this pedagogy has potential and is worthy of additional study
Conceptual framework · Design studio · Engineering ethics · Epistemology · Experiential learning · Knowledge management · Learning styles · Mathematics education · Pedagogy · Premise · Sociology · Studio · Universal design · Universal Design for Learning · Work (physics · Adult and Continuing Education Topics · Architecture, Design, and Social History · Computer Science · Ego Development and Educational Practices · Engineering · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |