scholarly journals Placing Elsewhere: Approaches for Physical and Digital Flânerie

Interiority ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 145-162
Author(s):  
Ying-Lan Dann ◽  
Liz Lambrou
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Urban Site ◽  
Design Studio ◽  
Social Distancing ◽  
The Third ◽  
Arcades Project ◽  
Digital Classroom ◽  
Student Projects

This paper will discuss approaches and tools for physical and digital flânerie that emerged within an RMIT second- and third-year Interior Design Studio, during the COVID-19 pandemic. In the third week of classes in March 2020, social distancing measures in Australia led us to transpose urban site-based student projects online. Though unforeseen, this was taken as an opportunity for the interior design studio to explicate modes of physical and digital flânerie, via meandering and looking. We discuss teaching and learning experiences within the digital classroom, which we discovered was a dynamic chat-scape of hyperlinks, fragments, displacements and delays. We discuss how we translated aspects of the philosopher Walter Benjamin’s flaneur with reference to The Arcades Project. The paper is structured as a stroll through key discoveries and works and aims to explicate emerging frameworks for digital flânerie within the teaching and learning of interior design.

Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses

2017 ◽  
pp. 28-54 ◽  
Author(s):  
Paola Gavilanez ◽  
Amber Ortlieb ◽  
Thomas Carey
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Design Studio ◽  
Capability Development ◽  
A Value ◽  
Research On Teaching ◽  
Ongoing Work ◽  
Institutional Learning ◽  
Development Of Students

Previous research on teaching and learning in the design disciplines has demonstrated the complex set of factors which need to be aligned in order for our students to be prepared for professional practice in teamwork. This chapter reports on ongoing work to extend this previous research, including integration with an institutional learning outcomes framework, incorporation of insights from beyond the design disciplines to engage student motivation in capability development, and a specific interest in the ways team teaching in design studios can contribute to the development of students' teamwork capability (in addition to advancing their development of design capability).

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.

Using a Value Cycle Framework to Analyze Teamwork Capability as a Learning Outcome in Interior Design Studio Courses

2020 ◽  
pp. 197-223
Author(s):  
Paola Gavilanez ◽  
Amber Ortlieb ◽  
Thomas Carey
Keyword(s):  
Interior Design ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Design Studio ◽  
Capability Development ◽  
A Value ◽  
Research On Teaching ◽  
Ongoing Work ◽  
Institutional Learning ◽  
Development Of Students

Previous research on teaching and learning in the design disciplines has demonstrated the complex set of factors which need to be aligned in order for our students to be prepared for professional practice in teamwork. This chapter reports on ongoing work to extend this previous research, including integration with an institutional learning outcomes framework, incorporation of insights from beyond the design disciplines to engage student motivation in capability development, and a specific interest in the ways team teaching in design studios can contribute to the development of students' teamwork capability (in addition to advancing their development of design capability).

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Envisioning the atmospheric effect through (im)materiality

2019 ◽  
Vol 64 ◽  
pp. 02007
Author(s):  
Nilay Ünsal Gülmez ◽  
Dürnev Atılgan Yagan ◽  
Murat Şahin ◽  
Efsun Ekenyazıcı Güney ◽  
Hande Tulum
Keyword(s):  
Interior Design ◽  
Analytical Method ◽  
Design Studio ◽  
First Year ◽  
Second Phase ◽  
Design Practice ◽  
Atmospheric Effect ◽  
Two Phases ◽  
Light Color ◽  
Design Experiments

In an attempt to bridge the gap between architectural/interior design practice and education, ‘atmosphere’ as a prolific contemporary architectural debate in practice and theory is covered by the experiment of ‘Staging Poe’ carried out as a first year Design Studio through the study of Edgar Allen Poe’s selected poems. Poe’s 1846 text of ‘The Philosophy of Composition’, unfolding his analytical method of writing and emphasis on “effect” in poetry, provides a ground for experimenting with facets of materiality and structuring the studio. Aiming to cultivate intuitive design experiments of students into informed processes in hybridizing conceptual/textual and material/sensual aspects, studio is structured in two phases. In the first phase, “materialization”, idiosyncratic interpretations of students from words to materials with a focus on tectonic experiments and haptic experiences are sought in between materializing and dematerializing processes. In the second phase, the “atmospheric”, emphasis on dematerialization of the perception of materials through tools, such as light, color and sound is exercised to transform the object into a performance stage. Outcomes of the studio on aspects pertaining to material and materialities in creation of the immaterial that is the atmosphere is followed and evaluated through responses of students’ weekly reports.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

scholarly journals Designing appropriate English learning materials for Nautical Department at Politeknik Ilmu Pelayaran Semarang

LEKSIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 67
Author(s):  
F Fatimah ◽  
Irma Shinta Dewi ◽  
Sri Purwantini
Keyword(s):  
Research And Development ◽  
Teaching And Learning ◽  
Development Project ◽  
Learning Needs ◽  
English Learning ◽  
Expert Consultation ◽  
The Third ◽  
Need Analysis ◽  
Interview Guide ◽  
The Subject

This research  is aimed to find out the target and learning needs of Nautical students at PIP Semarang and designing the appropriate material for Nautical students at PIP Semarang. This is a Research and Development project. The steps of doing this research are (1) need analysis (2) make syllabus (3) designing materials (4) expert consultation (5) try out material (6) evaluation. The subject of this research is the third-semester students of Nautical department at PIP Semarang. The instruments used are questionnaires for need analysis, interview guide and observation sheets. The data were analyzed by using descriptive quantitative and qualitative. The results of the research recommend three  units namely (1) Initial Call (2) Message Marker and (3) On Board Communication Phrases which are developed with communicative approach. The research gives contribution to the teaching and learning English at Nautical Department of Politeknik Ilmu Pelayaran Semarang.

scholarly journals Online Learning: Challenges and Solutions for Learners and Teachers

2022 ◽  
pp. 0258042X2110695
Author(s):  
Utpala Das
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Online Teaching And Learning ◽  
Learning Challenges ◽  
Augmented Learning ◽  
Jel Code ◽  
Enhanced Learning

The COVID-19 pandemic led to an expansion and increase in the demand for online teaching and learning across the globe. Online teaching and learning is attracting a large number of students for enhanced learning experiences. However, there are many challenges and hindrances that pose a problem in the smooth learning. The impediments in the learning process are suppressing the advantages that may aid the learners with augmented learning sessions. The article presents some challenges faced by teachers and learners, supplemented with the recommendations to remove them. JEL Code: A20

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