Individual Learning Styles and Perceptions of Experiential Learning in Design Teams

As part of reflective practice, reflection-in-action and reflection-on-action fulfil fundamental roles in designing. It has been suggested that, especially in teams, reflection-on-action plays a crucial role in overcoming instances when a team reflection-in-action process goes wrong. In this paper, it is considered how designers’ reflection-on-action can be supported by design researchers in learning situations by providing descriptions that emphasise ‘reflective practice’. A rich account is provided of how designers reflect-on-action using descriptions of learning styles and perceptions of the design process. Linkages between perceptions and learning styles are explored. Descriptions presented in this paper function as abstract conceptualisations and can be used by designers to make a connection to what went on in designing; these descriptions of designing encourage the transformation of knowledge.