scholarly journals Situated Learning in Online Architectural Studio Education

2021 ◽  
pp. 59-70
Author(s):  
Ece Buldan ◽  
Keyword(s):  
Online Education ◽  
Social Interactions ◽  
Situated Learning ◽  
Communication Channel ◽  
Design Studio ◽  
Proximal Development ◽  
Teaching Methodologies ◽  
Contextual Framework ◽  
Online Design ◽  
Studio Education

The pandemic causes acceleration in the development of online education. Relatedly, instructors have started to transform already applied methods in studio education and have produced new teaching methodologies in remote education. Since the communication channel in the new system is exposed to a change that creates that open an area for the search of situated learning in terms of interaction among students and between students and instructors that is strongly associated with Vygotsky’s theory of the zone of proximal development in which social interactions is emphasized in learning. In this paper, the components of situated learning will be reading through an online design studio in architectural education. The changing concept of studio culture will be inquired from the issues of the learning environment and situations executed after the shift from physical to digital encountering. Moving of design studio into the online environment brings particular changes to the two aspects of the studio culture, which are studio as a method and studio as an environment. In this respect, an online design studio will be examined as a contextual framework with the theory of situated learning.

The Analysis of A Hybrid Educational Approach in Interior Architecture Design Studio: The Case of Bahçeşehir University

2015 ◽  
Vol 40 (2) ◽  
pp. 80-87
Author(s):  
Sezin Tanrıöver ◽  
Zeynep Ceylanlı ◽  
Pınar Sunar
Keyword(s):  
Environmental Design ◽  
Design Studio ◽  
Educational Approach ◽  
Architecture Education ◽  
Interior Architecture ◽  
Human Needs ◽  
Physical Environments ◽  
Current Design ◽  
Post War ◽  
Studio Education

Architecture as a discipline has gone through a serious change since the post-war period and became a recognized profession focusing on human needs in the physical environments. The issue of educating new practitioners for the transforming field has turned out to be the subject of a lively debate for the last 10-20 years. The current position and approach in design studios of Department of Interior Architecture and Environmental Design of Bahçeşehir University, were thought to be worth putting forth and sharing with the design community to initiate a discussion for the future of the discipline in general. Consequently, this study was structured to present a paradigm in Interior Architecture Education by focusing on the case of Bahçeşehir University (BAU) Interior Architecture and Environmental Design Department design studio education. The four-year program consisting of eight academic semesters, is addressing the combination of two methods; namely, horizontally organized design studios (HODS), and vertically organized studio groups (VODS). Currently, this approach is subject to many discussions within the department due to many aspects. This approach was tested, evaluated and criticized through student and instructor comments collected via questionnaires. Results were collected and interpreted through three main issues of learning, teaching and assessment. Study moving from general design studio education to the case of Department of Interior Architecture and Environmental Design of Bahçeşehir University, concludes with general comments, mentioning the lack of literature on design studio education, and the significance of sharing different approaches and applications. Lastly and specifically, the revisions following the completion of the experiment in the department was put forth. With reference to the case of BAU, initiating a discussion regarding current design studio education was intended.

TUTELAGE AND COLLABORATION FOR HUMANOID ROBOTS

2004 ◽  
Vol 01 (02) ◽  
pp. 315-348 ◽  
Author(s):  
CYNTHIA BREAZEAL ◽  
ANDREW BROOKS ◽  
JESSE GRAY ◽  
GUY HOFFMAN ◽  
CORY KIDD ◽  
...  
Keyword(s):  
Social Learning ◽  
Social Interactions ◽  
Learning Theory ◽  
Situated Learning ◽  
Humanoid Robot ◽  
Humanoid Robots ◽  
Theoretical Framework ◽  
Daily Lives ◽  
Joint Intention

This paper presents an overview of our work towards building socially intelligent, cooperative humanoid robots that can work and learn in partnership with people. People understand each other in social terms, allowing them to engage others in a variety of complex social interactions including communication, social learning, and cooperation. We present our theoretical framework that is a novel combination of Joint Intention Theory and Situated Learning Theory and demonstrate how this framework can be applied to develop our sociable humanoid robot, Leonardo. We demonstrate the robot's ability to learn quickly and effectively from natural human instruction using gesture and dialog, and then cooperate to perform a learned task jointly with a person. Such issues must be addressed to enable many new and exciting applications for robots that require them to play a long-term role in people's daily lives.

Fostering the Search for Understanding: A Teacher's Strategies for Leading Cognitive Development in “Zones of Proximal Development”

1994 ◽  
Vol 17 (3) ◽  
pp. 187-204 ◽  
Author(s):  
Carol Sue Englert ◽  
Mary S. Rozendal ◽  
Mary Mariage
Keyword(s):  
Special Education ◽  
Cognitive Development ◽  
Social Interactions ◽  
Performance Modeling ◽  
Special Education Students ◽  
Proximal Development ◽  
Education Students ◽  
The Social ◽  
Student’S Performance ◽  
Meaningful Text

This article reports on the ways in which one teacher led her special education students' cognitive development in their “zones of proximal development,” with a specific focus on her interactions with one preconventional writer. Our examination showed that she advanced the student's performance by involving him in literacy activities in advance of competence, using meaningful text representations to scaffold performance, modeling and apprenticing him in the social dialogue, and assisting his performance through social interactions with peers.

Reconceiving Creativity in Design Studio Education

2017 ◽  
Vol 11 (3) ◽  
pp. 1-16
Author(s):  
Lisa Zamberlan ◽  
Stephanie Wilson
Keyword(s):  
Design Studio ◽  
Studio Education

scholarly journals Critical perspectives of technology-enhanced learning in relation to specialist Communication Design studio education within the UK and Australia

2018 ◽  
Vol 13 (1) ◽  
pp. 92-116 ◽  
Author(s):  
Lorraine Marshalsey ◽  
Madeleine Sclater
Keyword(s):  
Participatory Design ◽  
Process Model ◽  
Design Studio ◽  
Research Approach ◽  
Technology Enhanced Learning ◽  
Communication Design ◽  
Action Research Approach ◽  
The Uk ◽  
Enhanced Learning ◽  
Studio Education

This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has increased dramatically. Conventional design studio facilities are being reconfigured into blended studio-based classroom learning spaces (often generically termed as ‘studio’). This study compares the lived experiences of students interacting with technology within two differing international studio settings. The two case studies used a Participatory Action Research approach and employed sensory affect as a lens through which learning within studio education was investigated using Participatory Design practice-led methods. The study finds that the Australian participants working within a TEL classroom-based environment faced significant obstacles to engagement and that their UK counterparts, who were situated within a conventional studio environment, much less so. This paper aims to support Communication Design students as they engage with studio education via the proposed transferable methodological framework – the Methods Process Model.

scholarly journals FAKTOR-FAKTOR DALAM GLOBALISASI DAN PEMBANGUNAN

2021 ◽  
Vol 3 (2) ◽  
pp. 123-128
Author(s):  
Nurharpani Nurharpani
Keyword(s):  
Online Education ◽  
Social Interactions ◽  
Civic Education ◽  
Citizenship Education ◽  
Qualitative Approach ◽  
Use Of Technology ◽  
Intellectual Skills ◽  
The Republic ◽  
Civic Character ◽  
Vulnerable Individual

The COVID-19 pandemic has created the need and need to maintain social distance in social interactions (social distancing), quarantine, and isolation so that every vulnerable individual will not be exposed to the virus. The use of technology with online meetings for students and educators is very important, especially in the development of civic education, in order to love the Republic of Indonesia. This paper will discuss the concept and direction of civic education and the urgency of strengthening the concept and direction of progressive citizenship education online in the midst of the covid-19 virus pandemic. The method used in this research is descriptive analytical with a qualitative approach. The results show, First, the concept of Citizenship Education supports the objectives of civic education, which can be interpreted as a subject that focuses on the formation of citizens who have intellectual skills, skills to participate in every civic activity and have a strong civic character so as to make citizens who are intelligent and have character. . Second, the urgency of strengthening the concept and direction of progressive citizenship education online in the midst of the covid-19 virus pandemic prepares students to become good citizens who master knowledge derived from multidisciplinary concepts and theories, practice values, and apply the skills they need to participate. in online education.

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