Student perceptions and performance in online and offline collaboration in an interior design studio

In an attempt to bridge the gap between architectural/interior design practice and education, ‘atmosphere’ as a prolific contemporary architectural debate in practice and theory is covered by the experiment of ‘Staging Poe’ carried out as a first year Design Studio through the study of Edgar Allen Poe’s selected poems. Poe’s 1846 text of ‘The Philosophy of Composition’, unfolding his analytical method of writing and emphasis on “effect” in poetry, provides a ground for experimenting with facets of materiality and structuring the studio. Aiming to cultivate intuitive design experiments of students into informed processes in hybridizing conceptual/textual and material/sensual aspects, studio is structured in two phases. In the first phase, “materialization”, idiosyncratic interpretations of students from words to materials with a focus on tectonic experiments and haptic experiences are sought in between materializing and dematerializing processes. In the second phase, the “atmospheric”, emphasis on dematerialization of the perception of materials through tools, such as light, color and sound is exercised to transform the object into a performance stage. Outcomes of the studio on aspects pertaining to material and materialities in creation of the immaterial that is the atmosphere is followed and evaluated through responses of students’ weekly reports.

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A Ten-Year Review of Primary School Flexible Learning Environments: Interior Design and IEQ Performance

Buildings ◽

10.3390/buildings11050183 ◽

2021 ◽

Vol 11 (5) ◽

pp. 183

Author(s):

Diksha Vijapur ◽

Christhina Candido ◽

Özgür Göçer ◽

Shirley Wyver

Keyword(s):

Primary School ◽

Learning Environments ◽

Interior Design ◽

High Energy ◽

The Body ◽

Learning Activities ◽

Indoor Environmental Quality ◽

Flexible Learning ◽

Physical Infrastructure ◽

And Performance

Flexible Learning Environments (FLEs) arose as enablers for implementation of student-centric pedagogical approaches. Interior design is the key to the success of FLEs, providing the physical infrastructure needed for students to engage on several learning activities, from individual to group work, which take place in a variety of zones ranging from low to high energy. Therefore, a harmonious synergy between the interior design and subsequent Indoor Environmental Quality (IEQ) performance of FLEs’ physical configuration and learning activities is needed. The objective of this paper is to systematically review (in accordance with the PRISMA method) existing literature related to FLEs within primary school settings, typically catering to children aged 5–12 years old, to understand the body of work investigating the design and performance of FLEs over the last decade (2010–2020). Key findings suggest that the proximity and acoustic and visual permeability of zones found in FLEs may give rise to inadequate IEQ conditions delivered to students. In addition, it could be inferred from the results of the literature review that interior design and IEQ have not been sufficiently investigated in an integrated manner.

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From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

INNOVATIONS in pharmacy ◽

10.24926/iip.v7i2.425 ◽

2016 ◽

Vol 7 (2) ◽

Cited By ~ 3

Author(s):

Shannon Reidt ◽

Keri Hager ◽

James Beattie ◽

Amy Pittenger ◽

Maureen Smith ◽

...

Keyword(s):

Student Performance ◽

Student Perceptions ◽

Evidence Based Medicine ◽

Integrated Design ◽

First Year ◽

Evidence Based ◽

And Performance ◽

Pharmacy Curriculum ◽

Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum. Type: Case Study

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The effect of a schema-based learning system in the interior design studio

10.31274/rtd-20201023-38 ◽

2004 ◽

Author(s):

Lori A. Brunner

Keyword(s):

Interior Design ◽

Learning System ◽

Design Studio

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تدريس مشروع التصميم في استديو التصميم الداخلي : أسس ومفاهيم = Teaching Design Project in Interior Design Studio : Principles and Concepts

مجلة التصميم الدولية ◽

10.12816/0052320 ◽

2017 ◽

Vol 7 (1) ◽

pp. 95-102

Author(s):

دنيا محمد رشاد بالطيب

Keyword(s):

Interior Design ◽

Design Studio ◽

Design Project ◽

Teaching Design

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Corporeal Architecture

Advances in Media, Entertainment, and the Arts - Handbook of Research on Methodologies for Design and Production Practices in Interior Architecture ◽

10.4018/978-1-7998-7254-2.ch020 ◽

2021 ◽

pp. 421-439

Author(s):

Maria da Piedade Ferreira

Keyword(s):

Interior Design ◽

Performance Art ◽

Human Body ◽

Teaching Method ◽

Sensory Experience ◽

Physical Exercises ◽

Design Build ◽

Marina Abramovic ◽

Design Objects ◽

And Performance

This chapter describes a teaching method, corporeal architecture, which uses performance art and neuroscience to teach interior design and architecture with a focus on embodiment and experience. The method sets new approaches to teach design, as it integrates design, neuroscience, and performance art and brings awareness to the importance of multi-sensory experience. The interaction with design objects at different scales is taken as an opportunity to investigate how the human body relates to space and allow the exploration of affordances through movement. Students are instructed with physical exercises and encouraged to design, build, and perform with objects such as chairs, cabinets and tables, installations, existing buildings, and public spaces. The performances explore narratives which reveal or subvert expectations we have around design objects. The methodology has a background in phenomenology, Maurice Merleau-Ponty and Juhani Pallasmaa; Antonio Damásio in neuroscience; and Oskar Schlemmer, Marina Abramovic, and Stelarc in Performance Art.

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