scholarly journals Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University

2020 ◽  
Vol 20 (9) ◽  
Keyword(s):  
Learning Environments ◽  
Urban Design ◽  
Design Studio ◽  
Integrated Learning

scholarly journals Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University

2020 ◽  
Author(s):  
Francesco Maria Mancini ◽  
Tanja Glusac
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Urban Design ◽  
Action Learning ◽  
Urban Setting ◽  
Advanced Technology ◽  
Design Studio ◽  
Integrated Learning ◽  
Learning Collaborative ◽  
The Government

Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour) and Semester 2. This model provides students with an opportunity to collaboratively learn from and re-design the existing urban environments by immersing themselves in the very context they are studying. The proximity of the classroom to the urban setting presented an opportunity for students to draw comparisons and analysis between national and international examples and that of the surrounding urban milieu. Additionally, advanced technology supportive of distributed learning environment and intense collaboration with industry such as Hassell, Element and The Office of the Government Architect (OGA), coupled with opportunities to visit various practices, provided deeper insights and an all rounded approach to learning and engaging with architecture. Keywords: experiential learning; collaborative learning environments; architecture, urban design

scholarly journals The impact of design concepts on thinking performance in urban design studio

2013 ◽  
Vol 21 (2) ◽  
pp. 99-117
Author(s):  
Dr. E. H. Alallaf ◽  
H. H. Alsoofe ◽  
Dr. N.T. Alkymakchy
Keyword(s):  
Urban Design ◽  
Design Studio ◽  
Design Concepts ◽  
The Impact

scholarly journals INTEGRATION OF REVEALED KNOWLEDGE INTO DESIGN THINKING: AN URBAN DESIGN STUDIO EXPERIMENT

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Ilya Fadjar Maharika
Keyword(s):  
Urban Design ◽  
Architectural Design ◽  
Design Thinking ◽  
Reflective Writing ◽  
Islamic Education ◽  
Design Studio ◽  
Human Knowledge ◽  
Architecture Education ◽  
The World ◽  
Architectural Design Studio

<p class="Keywords">Integration of human knowledge principle has been widespread in the world of Islamic education, including in Indonesia. Partially seen as an attempt to build a school of thought of architecture education, the principle opens the discussion on the discursive level of design thinking. This paper reveals an explorative effort to translate the idea into a class experiment in an architectural design studio. This class experimental research uses a content analysis of students’ reflective writing who involve the design process that deliberately begins with the introduction of revealed knowledge (Arabic: <em>wahy</em>) in Architectural Design Studio 7 at the Department of Architecture, Universitas Islam Indonesia. In conclusion, it has formulated a dynamic and multi-dimensional construction of design thinking based on the integration of knowledge</p>

Developing Integrated Learning Environments for Improved Outcomes

2021 ◽  
pp. 107-122
Author(s):  
Sara Hillis Ousby ◽  
Sam Williamson
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Environments ◽  
Design Thinking ◽  
Bachelor's Degree ◽  
Integrated Learning ◽  
Fully Integrated ◽  
Improved Outcomes ◽  
Current Context ◽  
Self Authorship

This chapter addresses the use of design thinking in created integrated learning environments where student learning is captured across curricular and co-curricular experiences. The chapter outlines the current context and trends in higher education that demonstrate the need for integrated learning environments and the need to assess experiential learning by centering students in the process. Centering students in the process of designing integrated learning environments empowers them on a path of self-authorship where students identify the goals of learning, how that learning will be documented, and how experiences scaffold to ensure students move from introduction to mastery of skills. The chapter concludes with examples from campuses that have created integrated environments where learning is documented and recorded, including examples of comprehensive learner records and a fully integrated bachelor's degree program.

Designing Meaningful Learning Environments in a Work-Integrated-Learning Course Using a DOCC Design

2016 ◽  
pp. 1-17
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Learning Environments ◽  
Teacher Education Program ◽  
Space And Place ◽  
First Year ◽  
Integrated Learning ◽  
Distributed Framework ◽  
Bachelor Of Education ◽  
Work Integrated Learning

As Higher Education increasingly moving towards a plethora of blended and fully online learning, questions are raised around the space and place of Work-Integrated Learning (WIL). This chapter reports on one institution's efforts to design and deliver a WIL course in a Teacher Education program adopting an open and distributed framework. The redesigned course, Orientation to Teaching, was a first year course in a Bachelor of Education (Primary) program at RMIT University, Melbourne, Australia. The redesign of the course was underpinned by a Distributed Open Collaborative Course (DOCC) design and as the workplace also became the site of learning, the theory of effective WIL curriculum (Orrell, 2011) also informed the design. This chapter examines the complexity of DOCC design in WIL contexts and uses Khan's 8 dimensions to frame the discussion.

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