scholarly journals Vertical Studio

Cubic Journal ◽  
2021 ◽  
pp. 100-107
Author(s):  
Anneli Giencke
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Interior Design ◽  
Digital Literacy ◽  
Design Education ◽  
Learning Opportunities ◽  
Educational Model ◽  
Skills Transfer ◽  
Knowledge And Skills ◽  
Collaborative Learning Opportunities

Since 2016 the Environmental and Interior Design Programme (E&I), School of Design, The Hong Kong Polytechnic University, has implemented an educational model called the vertical studio. Until now, the vertical studio model has become an instrumental peer-to-peer learning scheme while enhancing students' competency in digital literacy. A first of its kind within the design education context of Asia, the vertical studio model has contributed to advance design education practices, embracing collaborative learning opportunities, and facilitate knowledge and skills transfer of drawing techniques, technology, and digital proficiency.

Creating collaborative learning opportunities

2017 ◽  
Vol 48 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Kelly A. Powers ◽  
Diamond R. Staton-Williams ◽  
Cory Sheeler ◽  
Jacquelyn Howard
Keyword(s):  
Collaborative Learning ◽  
Learning Opportunities ◽  
Collaborative Learning Opportunities

scholarly journals The Architecture of Built Pedagogy for Active Learning—A Case Study of a University Campus in Hong Kong

Buildings ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. 230
Author(s):  
Edmond W.M. Lam ◽  
Daniel W.M. Chan ◽  
Irene Wong
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Interior Design ◽  
Design Principles ◽  
University Education ◽  
Learning Spaces ◽  
Teachers And Students ◽  
The Impact

Traditional teaching modes are engaged with teachers delivering knowledge to students with minimum feedback. Teaching is conducted in lecture theaters and classrooms, which are sometimes designed with minimum flexibility for university education. However, the rapid development of information and communication technologies has altered the teaching pedagogy from traditionally teacher-centered to more collaborative learning between teachers and students. Learning spaces should be designed to be interactive and collaborative with suitable physical movement and social engagement among teachers and students. This paper aims to examine the relationships between modern technology and pedagogical shift, and to identify and discuss the essential design principles for effective active learning through built pedagogy. A recent renovation project of The Hong Kong Polytechnic University in converting conventional classrooms and lecture theaters to active learning spaces was adopted as a case study to illustrate and validate the design principles and their actual implementation. Feedback and responses from 410 end-user students on the impact of the renovated classrooms and lecture theaters on teaching and learning effectiveness were gleaned through empirical survey questionnaires dispatched face-to-face to students after attending classes in the renovated classrooms and lecture theaters. The results of factor analysis indicated that the 15 variables of key design criteria for active learning spaces were consolidated under six underlying clustered factor groups: (1) Versatility of learning space; (2) interior design of learning environment; (3) modern information technology / audio and video (IT/AV) technologies; (4) interior lighting; (5) comfortable furniture and acoustic design; and (6) interior temperature. The survey findings can serve as good references and useful insights for architects in designing new learning spaces and facilities that assist active and collaborative learning for university students in future.

scholarly journals Side-by-side

IDEA JOURNAL ◽  
1969 ◽  
pp. 9-30
Author(s):  
Jill Franz ◽  
Steffen Lehmann
Keyword(s):  
Built Environment ◽  
Interior Design ◽  
Theoretical Basis ◽  
Design Education ◽  
Learning Opportunities ◽  
Multidisciplinary Teams ◽  
Complex World ◽  
Pedagogical Model ◽  
Design Students ◽  
Interior Design Students

In this paper, a pedagogical model for fostering transdisciplinarity in the built environment is described. Unlike learning situations in design education which use multidisciplinary teams, this model is characterised by students working side-by-side on the same project each producing their own proposal. As is explained, the development of this model was inspired by a growing awareness of the need to look beyond discipline boundaries in order to more effectively address issues involving the design of the built environment; issues associated with a rapidly changing and increasingly technologically complex world. In this respect, transdisciplinarity formed the philosophical and theoretical basis for the development and implementation of a cross-discipline studio elective for architecture and interior design students from years three to six in their course. While there are limitations with the model, the evaluation reveals insights into how we might continue with constructing more appropriate learning opportunities for engendering transdisciplinary attitudes in students and graduates.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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