Lindy Osborne

Guerrillas in the [Urban] Midst: Developing and Using Creative Research Methods--Guerrilla Research Tactics

Abstract This paper explores what we are calling “Guerrilla Research Tactics” (GRT): research methods that exploit emerging mobile and cloud-based digital technologies. We examine some case studies in the use of this technology to generate research data directly from the physical fabric and the people of the city. We argue that GRT is a new and novel way of engaging public participation in urban, place-based research because it facilitates the co-creation of knowledge, with city inhabitants, “on the fly.” This paper discusses the potential of these new research techniques and what they have to offer researchers operating in the creative disciplines and beyond. This work builds on and extends Gauntletts “new creative methods” (2007) and contributes to the existing body of literature addressing creative and interactive approaches to data collection.

Connecting the Space between Design and Research: Explorations in participatory research supervision

Abstract In this article we offer a single case study using an action research method for gathering and analysing data offering insights valuable to both design and research supervision practice. We do not attempt to generalise from this single case, but offer it as an instance that can improve our understanding of research supervision practice. We question the conventional ‘dyadic’ models of research supervision and outline a more collaborative model, based on the signature pedagogy of architecture: the design studio. A novel approach to the supervision of creatively oriented postgraduate students is proposed, including new approaches to design methods and participatory supervision that draw on established design studio practices. This model collapses the distance between design and research activities. Our case study involving Masters Research Students supervision in the discipline of Architecture, shows how ‘connected learning’ emerges from this approach. This type of learning builds strong elements of creativity and fun, which promote and enhance student engagement. The results of our action research suggest that students learn to research more easily in such an environment and supervisory practices are enhanced when we apply the techniques and characteristics of design studio pedagogy to the more conventional research pedagogies imported from the humanities. We believe that other creative disciplines can apply similar tactics to enrich both the creative practice of research and the supervision of HDR students.

What works? Emerging issues

This book’s introductory chapter discusses the rapidly growing academic conversation occurring around learning environment research. It highlights one significant gap in the literature in this field; the evaluation of such spaces. Its conclusion isn’t that little research has been done to document impact, but what has been done has been too particular in focus and method, therefore being limited in its usefulness to practitioners.