Transforming learning for architecture: online design studio as the new norm for crises adaptation under COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Duaa Al Maani ◽  
Saba Alnusairat ◽  
Amer Al-Jokhadar
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Design Studio ◽  
Virtual Design ◽  
Content Type ◽  
Learner Identity ◽  
Campus Design ◽  
Online Design

PurposeThis study explored the virtual design studio as a transformative learning model for the disaster and resilience context, including the factors that affect students' perceptions and experiences of the quality of this adaptation.Design/methodology/approachData obtained from 248 students who took online design studios during the lockdown in 15 universities in Jordan highlight many factors that make the experience of the online design studio more challenging. Despite these challenges, strongly positive aspects of the online studio were evident and widely discussed.FindingsA model of a hyper-flexible design studio in which students can have a direct contact with their instructor when needed – in addition to online activities, reviews and written feedback – is highly recommended for the beginner years. This HyFlex model will enrich students' learning and understanding of the fundamentals of design and ensure that technology solutions deliver significant and sustainable benefits.Originality/valueFor students, studying architecture necessitates a fundamental shift in the learning mode and attitude in the transition from school. Beginner students are often surprised by the new mode of learning-by-doing and the new learner identity that they must adopt and adapt to in the design studio. Moreover, due to the coronavirus disease 2019 (COVID-19) pandemic, architecture teaching has moved online. Both instructors and students are experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience.

scholarly journals Architecture students' satisfaction with and perceptions of online design studios during COVID-19 lockdown: the case of Jordan universities

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Saba Alnusairat ◽  
Duaa Al Maani ◽  
Amer Al-Jokhadar
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Content Type ◽  
Campus Design ◽  
Online Design ◽  
Nationally Representative ◽  
New Applications

PurposeThe purpose of this study is to examine the attitudes of students in higher educational institutions in Jordan towards the use of online design studios during coronavirus disease 2019 (COVID-19) lockdown and discusses how their use could enhance the learning process.Design/methodology/approach615 undergraduate students studying architecture in Jordanian universities were recruited to explore the factors that constituted and affected their perceptions of online design studios.FindingsThe findings of this study highlight that many of the participants felt uncertain about aspects of their online learning experience and wanted more guidance and support. Reasons of this disengagement include technical factors, such as poor network quality and lack of familiarity with the new applications. Students and tutors' personal situations when working and studying from home are also relevant due to the tutors' lack of expertise in online teaching, and the limitations of peer interaction. Together, these factors can make the experience of the online design studio more challenging.Research limitations/implicationsThe sample was nationally representative of architecture students from various institutions. However, the study was limited to an exploration of students' opinions, and it did not include the points of view of tutors and decision-makers.Originality/valueThis research was conceived during the period of the COVID-19 lockdown, whilst both tutors and students were experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience. Learners' perspectives can enhance understanding of online design studios to assess their quality and effectiveness.

scholarly journals Transforming doctoral education: preparing multidimensional and adaptive scholars

2019 ◽  
Vol 11 (1) ◽  
pp. 17-34
Author(s):  
Clinton A. Patterson ◽  
Chi-Ning Chang ◽  
Courtney N. Lavadia ◽  
Marta L. Pardo ◽  
Debra A. Fowler ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Pedagogical Practices ◽  
Career Adaptability ◽  
Content Type ◽  
Transferable Skills ◽  
Curricular Design

Purpose Concerning trends in graduate education, such as high attrition and underdeveloped skills, drive toward a new doctoral education approach. This paper aims to describe and propose a transformative doctoral education model (TDEM), incorporating elements that potentially address these challenges and expand the current practice. The model envisions discipline-specific knowledge coupled with a broader interdisciplinary perspective and addresses the transferable skills necessary to successfully navigate an ever-changing workforce and global landscape. The overarching goal of TDEM is to transform the doctoral student into a multi-dimensional and adaptive scholar, so the students of today can effectively and meaningfully solve the problems of tomorrow. Design/methodology/approach The foundation of TDEM is transformative learning theory, supporting the notion learner transformation occurs throughout the doctoral educational experience. Findings Current global doctoral education models and literature were reviewed. These findings informed the new TDEM. Practical implications Designed as a customizable framework for learner-centered doctoral education, TDEM promotes a mentor network on and off-campus, interdisciplinarity and agile career scope preparedness. Social implications Within the TDEM framework, doctoral students develop valuable knowledge and transferable skills. These developments increase doctoral student career adaptability and preparedness, as well as enables graduates to appropriately respond to global and societal complex problems. Originality/value This proposed doctoral education framework was formulated through a review of the literature and experiences with curricular design and pedagogical practices at a research-intensive university’s teaching and learning center. TDEM answers the call to develop frameworks that address issues in doctoral education and present a flexible and more personalized training. TDEM encourages doctoral student transformation into adaptive, forward-thinking scholars and thriving in an ever-changing workforce.

scholarly journals Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

2020 ◽  
Vol 27 (6) ◽  
pp. 987-1004 ◽  
Author(s):  
Robin Bell ◽  
Heather Bell
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Process ◽  
Educational Practice ◽  
Educational Theory ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Content Type ◽  
Educational Theories

PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

scholarly journals NEW DIMENSIONS OF TEACHING AND LEARNING “BY DOING” IN THE GLOBAL CONTEXT OF EDUCATION

2012 ◽  
Vol 44 (1) ◽  
pp. 81-91
Author(s):  
Daniela Tamo ◽  
Aljula Jubani ◽  
Mimoza Gjokutaj
Keyword(s):  
Learning Process ◽  
Global Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Four Dimensions ◽  
Global Context ◽  
Teachers And Students ◽  
Pilot Work ◽  
The One

Efforts are being made in many educational settings to find out the most effective ways of assuring quality of the teaching and learning process. In the framework of continuous reformation of the education system in Albania, many initiatives have been taken aiming at improving the quality of the teaching and learning process WHERE?? IN THE AREA OF???? . Several ambitious projects have been piloted. One of them is related to setting the teaching and learning process in a pragmatic global context. This project was piloted in some areas of Albania. It aimed at applying some new principles of teaching and learning by simultaneously setting teaching and learning in four dimensions: that of time (present, past, future), space, problems (environment, human rights, etc.) and internal. Teaching was based on the use of interactive, all inclusive techniques and strategies. As a result, the interactive profile of the teacher is strengthened and the quality of students’ learning has improved as well. This project is supported by the Institute of Global Education in Canada This article brings a picture of the impacts of this initiative, which are related with the best student outcomes, change of values and attitudes about life, new approaches for the world and the active participation in important social roles. This pilot work has led to a new objective, namely the one of establishment of a new teacher profile in the global area and of the new roles it should take in the course of both teaching and learning. Data and thoughts of teachers and students related to such findings are described in the current article. Key words: dimensions, Global Education, new pilot, principles, quality.

scholarly journals Improving graduate outcomes

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Elisha Nwonu Elom ◽  
Paul Agu Igwe ◽  
Michael Olayinka Binuomote ◽  
Chinyere Augusta Nwajiuba ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Theory And Practice ◽  
Semistructured Interview ◽  
Content Type ◽  
Postgraduate Students ◽  
Effective Implementation ◽  
Life Problems ◽  
Starting Point

PurposeThis study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.Design/methodology/approachThis study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis.FindingsThe results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).Originality/valueThe results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.

Effect of the performance of physical and non-physical facilities on higher institutional facilities

2018 ◽  
Vol 16 (4) ◽  
pp. 374-386 ◽  
Author(s):  
Isa Abdullahi ◽  
Wan Zahari Wan Yusoff
Keyword(s):  
Structural Equation ◽  
Teaching And Learning ◽  
Influencing Factor ◽  
Relevant Information ◽  
Facility Management ◽  
The Body ◽  
Future Research ◽  
Content Type ◽  
National University

Purpose The role of institutional facilities is of paramount importance to ensure quality of teaching and learning with respect to achieving quality of education in any given higher educational institutions (HEIs). The purpose of this paper is to determine the performance of physical and non-physical facilities of higher institutional facilities. Design/methodology/approach The data were collected from respondents using a closed-end questionnaire. In total, 1,000 questionnaires were administered to students and 735 were returned and valid for analysis. Partial least squares-structural equation modelling was adopted for analysis. Findings It was found that the exogenous constructs [physical facilities (PPE) and non-physical facilities (PNE)] scored 32.7 per cent (R2 = 0.327) of the variance of the facility’s performance. It was also found that the physical facility is the most significant factor that determines facility performance. Research limitations/implications This paper is limited to investigating the performance of physical and non-physical facilities; it is not in any way a measure for the students’ views about other services offered by the institutions. Future research is needed to use relevant information from HEIs’ facilities for validating factors that determine the facility’s performance. Practical implications Physical facility was identified as the most influencing factor that determines the facility performance based on the information provided by respondents. This research should help the facility management department at HEIs when designing the academic facility management. The study will also serve as a yardstick for the Federal Ministry of Education, the National University Commission in academic facility accreditation. This paper contributes to both the body of knowledge in facility management by considering the performance of facilities at HEIs. Originality/value This paper demonstrates the duality of HEIs’ facilities into physical and non-physical facilities and their distinct contribution to the overall facility’s performance.

From seeing to believing: using instructional video to develop culturally responsive teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Jordan P. Fullam
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Instructional Video ◽  
Responsive Teaching ◽  
Content Type ◽  
Excellent Teaching

Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

Prayer: a transformative teaching and learning technique in project management

2015 ◽  
Vol 8 (1) ◽  
pp. 177-197
Author(s):  
Joseph K. Ssegawa ◽  
Daniel Kasule
Keyword(s):  
Project Management ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Management Training ◽  
Learning Activity ◽  
Research Review ◽  
Transformative Experience ◽  
Content Type ◽  
Management Concepts

Purpose – The purpose of this paper is to report the perceptions of students taking the Master of Project Management Programme at the University of Botswana regarding their transformative experience called “prayer”. The term “prayer” was coined because of it being the first learning activity of the lecture; and at a conceptual level, to convey reverence towards the gift of learning. “Prayer” as a learning and teaching technique involves each student identifying material containing project management concepts or issues which they present to a class of peers using any appropriate means followed by discussion and peer assessment. The material presented may be an article from a newspaper or magazine. It may be a personal documented story or a story told around a picture, artefact, poster or video relating to a project management issue. Design/methodology/approach – Students’ perceptions were obtained by means of a self-administered questionnaire containing open-ended questions. Content analysis was used to analyse the responses. Findings – The results of the study indicated that “prayer” provided students ingredients of transformative learning. It also proved to be a worthwhile technique for inculcating some of the graduate attributes articulated by this university and for incorporating adult learning principles. Research limitations/implications – The technique can be used to compliment traditional techniques in teaching and learning in project management training. The limitations of the results are due to the self-reporting nature of the approach and the fact that the technique has been tried on one group. Practical implications – There is a possibility that the technique can be extended to other disciplines such as business administration where students examine cases in the public domain to illustrate concepts learnt in class. Originality/value – The originality lies in its packaging of a technique the think is worth sharing among project management educators. This is because the learning activity described engages students simultaneously in research, review, presentation, and communication as well as reflection, collaborative discourse and self and peer assessment.

Next time, with empathy: revisiting the studio pedagogy for transitional housing for refugees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pallavi Swaranjali ◽  
Tina Patel ◽  
Kurt Espersen-Peters
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Transitional Housing ◽  
Abductive Reasoning ◽  
Design Parameters ◽  
Design Studio ◽  
Wicked Problem ◽  
Content Type ◽  
Studio Pedagogy

PurposeShowing empathy can be, at best, a tricky prospect; teaching empathy is downright daunting. The authors taught an interior design studio project that designed hypothetical transitional housing for refugees coming to Canada. As the project evolved, it became imperative that students needed to address tangible issues experienced by the refugee client, namely trauma, rootlessness and marginalization and authentically empathize with their client. Hence, instructors needed to accurately structure and facilitate this engagement. The purpose of this paper is to present a summary of the evolution of this studio project as a case study, the revision of the project's pedagogical goals and establishing a new set of design parameters that engage the “self” and the “other” through alternate modes of thinking and reasoning.Design/methodology/approachThe paper is centered on a reflective case study of the studio project and the student's work. The results of the reflection are contextualized within pedagogical framework that emphasize alternate forms of teaching and learning that promotes authentic empathetic engagement.FindingsThe summary of these reflections arises from organically questioning the nature of traditional design studio pedagogy. It proposes divergent approaches, such as “abductive reasoning”, posing the project as a “wicked problem” to encourages lateral explorations and connections.Originality/valueThis paper questions the value of prescriptive design process and guides student learning by providing an experimental toolkit that encourages alternative exploration, research and thinking.

Variation in approaches to lesson analysis – alternative tools for the reconstruction of teaching

2018 ◽  
Vol 7 (2) ◽  
pp. 78-84
Author(s):  
Airi Rovio-Johansson
Keyword(s):  
Content Analysis ◽  
Qualitative Methods ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Research Approach ◽  
Content Type ◽  
Quality Of Teaching ◽  
Lesson Analysis

Purpose The purpose of this paper is to review the variation in methods used to analyse lessons in order to improve teaching and learning. Design/methodology/approach It addresses the question of how observations of lessons can be analysed, and what approaches and methods are applicable in the analysis of collected data in lesson and learning studies. Findings In lesson studies, the focus of research varies, the content and context of lessons vary and a variety of qualitative methods are applied in the analysis of lessons. Lesson study is proving to be a versatile research approach to the development of the quality of teaching and learning. Originality/value This review provides an overview of some qualitative methods of content analysis used as analytic tools in the studies presented in this issue of the journal.

Sign in / Sign up

Export Citation Format

Share Document