As students develop their projects, they identify what they need to learn and, with the help of faculty mentors, seek out relevant knowledge and skills. In addition, the studio model usually includes dedicated space in which students may work at any time, and students are expected to spend time in the studio, working on their own, outside of scheduled class time. While students do some of the work for most college courses on their own, the use of studio space both during and beyond class time encourages students to feel ownership of the studio space, even as the project-basis for studios encourages students to feel significant responsibility for their work.
“Underlying all this is Dewey’s notion of being able to engage in productive inquiry. Dewey defines productive inquiry as that aspect of any activity where we are deliberately seeking what we need in order to do what we want to do.”
John Seely Brown, “New Learning Environments for the 21st Century: Exploring the Edge”
“Because designs are unique to the individual doing the making, necessary resources vary across individual learners. Therefore, in SBL textbooks are rarely adopted by a teacher and required for a particular group to purchase. Learners in studio are encouraged to find unique, technically special resources and to consult with the teacher as a master who can comment on the credibility of found resources.”
Kay Brocato, “Studio Based Learning: Proposing, Critiquing, Iterating Our Way to Person-Centeredness for Better Classroom Management”