Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Architecture design studio in uncertain times: digital teaching and learning implications
Traditionally, much architecture teaching and learning takes place face-to-face between tutor and individual students in design tutorials, where tutors actively demonstrate architectural design-thinking and ‘reflection in action’, often by improvisational drawing with the student. Design tutorials traditionally also take place in an architectural design studio, which is both a physical space (where students have their own desk), as well as a community space where peer-peer learning and social scaffolding, and an architectural dialogue and culture is established within a community of practice. Students also regularly ‘pin up’ their design work in (semi-)public for face-to-face feedback on design development from tutors, guests and peers. For a host of reasons, there has been an increasing shift in reduction of studio spaces, reduced hours for design studio teaching and an increase in digital education, further exacerbated by the current health pandemic. The question is how can this improvisational drawing, reflection in action and peer-peer learning still be achieved in this digital environment? Teaching and learning no longer takes place in the physical, cultural and pedagogical community space that is the design studio. The coronavirus restrictions on the use of university buildings, and the learning and working spaces has challenged and highlighted how reliant we are on the way we do things, not only for teachers but also for students, who often work from the studio space and can rely on peer-peer support. The loss of this space was already challenged by the loss of a defined space for teaching in some architecture schools, but even more so when it can no longer support students as part of their learning environment. Moreover, architecture teachers are having to find ways to find replacements of the studio culture and peer-peer learning community, but also to find ways to replace active face-to-face demonstrations of drawing and improvising together, with online media, as well as replacing face-to-face ...
Architecture design studio in uncertain times: digital teaching and learning implications
Traditionally, much architecture teaching and learning takes place face-to-face between tutor and individual students in design tutorials, where tutors actively demonstrate architectural design-thinking and ‘reflection in action’, often by improvisational drawing with the student. Design tutorials traditionally also take place in an architectural design studio, which is both a physical space (where students have their own desk), as well as a community space where peer-peer learning and social scaffolding, and an architectural dialogue and culture is established within a community of practice. Students also regularly ‘pin up’ their design work in (semi-)public for face-to-face feedback on design development from tutors, guests and peers. For a host of reasons, there has been an increasing shift in reduction of studio spaces, reduced hours for design studio teaching and an increase in digital education, further exacerbated by the current health pandemic. The question is how can this improvisational drawing, reflection in action and peer-peer learning still be achieved in this digital environment? Teaching and learning no longer takes place in the physical, cultural and pedagogical community space that is the design studio. The coronavirus restrictions on the use of university buildings, and the learning and working spaces has challenged and highlighted how reliant we are on the way we do things, not only for teachers but also for students, who often work from the studio space and can rely on peer-peer support. The loss of this space was already challenged by the loss of a defined space for teaching in some architecture schools, but even more so when it can no longer support students as part of their learning environment. Moreover, architecture teachers are having to find ways to find replacements of the studio culture and peer-peer learning community, but also to find ways to replace active face-to-face demonstrations of drawing and improvising together, with online media, as well as replacing face-to-face ...
Architecture design studio in uncertain times: digital teaching and learning implications
Pelsmakers, Sofie (Autor:in) / Donovan, Elizabeth (Autor:in) / Poutanen, Jenni (Autor:in) / Hoggard, Aidan (Autor:in) / Sandström, Niclas (Autor:in) / Friedman, Kayla (Autor:in)
01.01.2021
Pelsmakers , S , Donovan , E , Poutanen , J , Hoggard , A , Sandström , N & Friedman , K 2021 , ' Architecture design studio in uncertain times: digital teaching and learning implications ' , Scroope , vol. Architecture design studio in uncertain times: digital teaching and learning implications , no. 30 , pp. 47-72 .
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
Architecture Design Studio in Uncertain Times: Digital Teaching and Learning Implications.
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