scholarly journals RECONCEPTUALIZING THE DESIGN STUDIO IN ARCHITECTURAL EDUCATION: DISTANCE LEARNING AND BLENDED LEARNING AS TRANSFORMATION FACTORS

2017 ◽  
Vol 11 (2) ◽  
pp. 6 ◽  
Author(s):  
Marta Masdéu ◽  
Josep Fuses
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Professional Practice ◽  
Teaching Methods ◽  
Architectural Education ◽  
Design Studio ◽  
Learning Space ◽  
Educational Models ◽  
The Core ◽  
Pedagogical Approaches

Nowadays, the professional practice is undergoing changes that are affecting the work of architects. Architectural studios and engineering consultancies are reinventing themselves to adapt to social, technological and productive needs. However, despite the professional changes, the training of architects in schools continues to focus on educational models that have grown more and more distant from the professional demands. In view of this, schools of architecture have been forced to revise their programmes to develop teaching methods that enable them to adapt to the current situation. Thus, the Design Studio -considered as the core of education in architecture- needs a reconceptualization in order to change the way architects should learn. Pedagogical approaches such as distance learning and blended learning can help update the concept of the Design Studio and transform it into a new participatory and delocalized learning space.

Informal Networked Learning as Teamwork in Design Studio CmyView

2017 ◽  
pp. 188-208 ◽  
Author(s):  
Cristina Garduño Freeman
Keyword(s):  
Pilot Study ◽  
Built Environment ◽  
Digital Technologies ◽  
Architectural Education ◽  
Mobile Technologies ◽  
Design Studio ◽  
Networked Learning ◽  
Valuable Contribution ◽  
The Core ◽  
Everyday Practices

CmyView is a research project that investigates how mobile technologies have the potential to facilitate new ways to share, experience and understand the connections that people have with places. The aim of the project is to theorise and develop a tool and a methodology that addresses the reception of architecture and the built environment using mobile digital technologies that harness ubiquitous everyday practices, such as photography and walking. While CmyView is primarily focused on evidencing the reception of places, this chapter argues that these activities can also make a contribution to the core pedagogy of architectural education, the design studio. This chapter presents findings of an initial pilot study with four students at an Australian university that demonstrates how CmyView offers a valuable contribution to the educational experience in the design studio.

scholarly journals TEACHING AND ASSESSMENT STRATEGIES IN ONLINE FOREIGN LANGUAGES DISTANCE LEARNING

2020 ◽  
pp. 6-12
Author(s):  
Günter Beck ◽  
O. M. Tsaryk ◽  
N. V. Rybina
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Approaches To Teaching ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Pedagogical Approaches

The article deals with the leading strategies for organizing students’ learning and assessment in the distance teaching of foreign languages. The work analyzes available online teaching methods and forms, and the most optimal ways, types, and methods of assessing students’ work on the currently available online platforms. The authors claim that pedagogical approaches to teaching foreign languages constantly require the search for new tools that can bring an element of novelty to the educational process while simultaneously increasing the interest of applicants, especially during the current  (Covid-19) quarantine period.

scholarly journals Blended Learning for Emirati Women

2005 ◽  
Vol 2 (1) ◽  
pp. 37-55
Author(s):  
William Radecki
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching Methods ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Technologies ◽  
Distance Teaching ◽  
Face To Face ◽  
Distance Learning Technologies ◽  
Face To Face Instruction

This paper describes a blended learning course for Emirati women combining face-to-face instruction with heavy use of distance learning technologies such as videoconferencing, email and a “virtual classroom”. Instructors conducted action research in order to 1) improve course design and teaching methods, 2) share distance teaching insights with colleagues, and 3) advise institutional authorities on IT resource management. Results of the study are presented, and conclusions about the suitability and efficacy of distance learning for Emirati women are offered.

scholarly journals Developing Autonomous and Responsible Learners

2020 ◽  
pp. 294-311
Author(s):  
Dua Al Maani
Keyword(s):  
Design Process ◽  
Learning Experience ◽  
Architectural Education ◽  
Design Studio ◽  
First Year ◽  
Learner Identity ◽  
The Core ◽  
New Learning ◽  
Reflective Practitioners ◽  
Emic Perspective

The purpose of the design studio, which is the core of architectural education, is to educate the students to understand the nature of design, to think independently, to act in “designerly ways”, and to become “reflective practitioners”. The student must take on a new mode of learning, in which the main way to learn is by doing, and in which there is no one correct way to approach the design problem. The previous aspects associated with the studio — together with the open-ended, exploratory, and iterative nature of the design process — place the student at the center of the learning experience. Tutors in this context are facilitators of learning, rather than knowledge experts, and are expected to pay attention to the challenges that face students in adapting to this new learning environment and in assuming a new learner identity. Hence, this study employs longitudinal mixed approaches to uncover an emic perspective of the ways architecture students conceptualize learning in their first year and what distinguishes them from students in other disciplines.

PROFESSIONAL COMPETENCIES OF ARCHITECTURE GRADUATES: PERCEPTIONS FROM GRADUATES, ACADEMICS AND EMPLOYERS IN THE NIGERIAN CONSTRUCTION INDUSTRY

2018 ◽  
Vol 15 (2) ◽  
pp. 1
Author(s):  
Joy Joshua Maina
Keyword(s):  
Best Practices ◽  
Construction Industry ◽  
Professional Practice ◽  
Core Competencies ◽  
Descriptive Statistics ◽  
Self Report ◽  
Professional Competencies ◽  
Architecture Education ◽  
The Core ◽  
Study Results

The clamour for better quality graduates by architects in the Nigerian Construction Industry (NCI) necessitates a look into the core competencies and the adequacy of architecture education in preparing architecture graduates for professional practice. 116 self-report likertscale questionnaires from architecture graduates (2009-2015), academics and employers were analysed to establish core competencies developed by the graduates while in school. Descriptive statistics, t-tests as well as Mann-Whitney tests for differences in ratings were employed for the study. Results reveal the perceived adequacy of architecture education for the future career of graduates from the academic perspective. Graduates were most proficient at design related competencies while AutoCAD was still considered the most important CAD competency for architecture graduates in the NCI. The study recommends more frequent evaluations of competencies for employability in collaboration with industry as well as embracing BIM related software in line with global best practices. Keywords: Academics, Architecture, Employers, Graduates, Professional competencies, NCI

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

INDIVIDUALISATION IN FLEXIBLE LEARNING, FROM A POST-POST-FOUNDATIONALIST PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 101-114
Author(s):  
J L Van der Walt
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Best Practice ◽  
Flexible Learning ◽  
Per Se

Most practitioners in the field of flexible learning seem to be sufficiently aware of the importance of catering to the needs of their students. However, it appears that many are rather more conscious of the needs of the students as a group than as individuals per se. Others seem to be rather more concerned about the technology involved. After touching on the foundationalist and non-, post- or anti-foundationalist approaches to the problem of individualisation in flexible learning, the article discusses a number of guidelines for individualisation from a post-post-foundationalist perspective. This is followed by a section in which these guidelines are presented in practical terms. This outline of guidelines reveals that attempting to individualise from this perspective is no simple and straightforward matter, but that there might be practitioners in the field of flexible learning (open distance learning and blended learning) who already are following this approach as a best practice. A post-post-foundationalist approach to individualisation in flexible learning offers practitioners in the field a whole new vocabulary.

Developing Sustainable Architecture Education Approaches in Malaysia: A Case Study of Critiques Session in 2nd Year Design Studio of Architecture Department, National University of Malaysia (UKM)

2011 ◽  
Vol 71-78 ◽  
pp. 5003-5006
Author(s):  
N. Utaberta ◽  
B. Hassanpour ◽  
Nag Abdullah ◽  
M. Tahir ◽  
Ai. Che Ani
Keyword(s):  
Positive Impact ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Education ◽  
Sustainable Architecture ◽  
Natural Sources ◽  
National University ◽  
Definition Of ◽  
Art And Architecture

Education is completely linked by spiritual and mental aspects and has direct effect on thoughts and ideas; even it can make a pattern and line behavior for humans’ life. Indeed if educating system be able to has a positive impact on its’ inputs, then it can import its influence to the whole society by its outputs which their number is not less. Especially in art and architecture this influence would be multiple and multilateral, because students are the future designers and peoples’ life will be influenced by them. So we ought to pay more attention to education phenomenon. Limited natural sources and the destructive effects on next generations’ portion attracted the attention of all sciences and different professional majors to find how to generate new sources of energy that they called Sustainable. Architecture as a linked field to other knowledge and sciences was not excepted and like past periods of history, tried to find best solutions and appropriate responses. Today, the definition of sustainable and the domain of it have developed and it is known in vast meanings and categories. Education is one of these categories that it has to be containing the word, sustainable. Sustainable education as a first stage of attitude and effect on future can play an important role. Sustainable Architectural Education and try to trace methods of sustainable architectural education is the target of this paper.

Social Semiotics and Art Education in a Blended Learning Space

2016 ◽  
Vol 1 ◽  
pp. 48-55
Author(s):  
Hannah Kaihovirta ◽  
Minna Rimpilä
Keyword(s):  
Blended Learning ◽  
Art Education ◽  
Social Semiotics ◽  
Learning Space
Sign in / Sign up

Export Citation Format

Share Document