The Digital Design Coach Enhancing Design Conversations in Architectural Education

<p>Changes in society, technology, and practice have created a significant demand for architectural graduates who can balance practical concerns with critical and abstract thinking. The current model of architectural education as it exists in academia, is hard pressed to supply this demand. This thesis seeks to redress this situation by connecting three maxims: 1) Strengthening the master-student dialogue is key to adequately exposing student designers to the issues involved in designing buildings that are fit for purpose, cost effective, sustainable and a delight to clients and users. 2) Sketching, a "designerly" way of thinking, is an integral part of this dialogue. 3) The computer in design education should directly contribute to helping students design buildings that are fit for purpose, cost effective, sustainable and a delight to clients and users. The thesis argues that due to the myriad of issues connected with architecture in today's society, the effectiveness of the student/master dialogue in architectural education has been weakened somewhat. At the centre of this dialogue is the sketch - a conversation between head and hand. The thesis will argue that by furnishing students with an "expert hand", the sketch becomes so empowered as to enrich the dialogue, raising the level of students' exposure to architectural issues. The suggested medium for this empowerment is the computer. Moving sketching into the digital realm as a direct means of thinking and learning is an innovative way of providing students with an "expert" digital hand. The sketch, for the student, becomes an intelligent conscious tool that supports and informs exploration. In turn, the empowered sketch presents the student with the many issues that comprise contemporary design problems. The result of this upliftment is a richer dialogue between student and teacher about architecture that is fit for purpose, economical and environmentally aware.</p>

The Digital Design Coach Enhancing Design Conversations in Architectural Education

<p>Changes in society, technology, and practice have created a significant demand for architectural graduates who can balance practical concerns with critical and abstract thinking. The current model of architectural education as it exists in academia, is hard pressed to supply this demand. This thesis seeks to redress this situation by connecting three maxims: 1) Strengthening the master-student dialogue is key to adequately exposing student designers to the issues involved in designing buildings that are fit for purpose, cost effective, sustainable and a delight to clients and users. 2) Sketching, a "designerly" way of thinking, is an integral part of this dialogue. 3) The computer in design education should directly contribute to helping students design buildings that are fit for purpose, cost effective, sustainable and a delight to clients and users. The thesis argues that due to the myriad of issues connected with architecture in today's society, the effectiveness of the student/master dialogue in architectural education has been weakened somewhat. At the centre of this dialogue is the sketch - a conversation between head and hand. The thesis will argue that by furnishing students with an "expert hand", the sketch becomes so empowered as to enrich the dialogue, raising the level of students' exposure to architectural issues. The suggested medium for this empowerment is the computer. Moving sketching into the digital realm as a direct means of thinking and learning is an innovative way of providing students with an "expert" digital hand. The sketch, for the student, becomes an intelligent conscious tool that supports and informs exploration. In turn, the empowered sketch presents the student with the many issues that comprise contemporary design problems. The result of this upliftment is a richer dialogue between student and teacher about architecture that is fit for purpose, economical and environmentally aware.</p>

Pedagogy of cooperation of the 1980s as an innovative practice

Introduction. The relevance of the research topic lies in the possibility of using the axiological and didactic potential of the pedagogy of cooperation in modern domestic educational practice. The purpose of the article is to give a scientific assessment of the movement of innovative teachers that arose in the second half of the 1980s in the USSR on the wave of "perestroika" and the reform of the domestic general educational and vocational schools. Materials and methods. The author uses an axiological approach that allows identifying the most valuable content in the studied phenomenon that can enter the main fund of science. Methods – a retrospective and comparative historical analysis of the works of innovative teachers, a method of analytical grouping of the studied material, as well as a historical and typological method that allows you to define the main content lines of the pedagogical phenomenon under consideration. Results. The socio-political reasons that led to the emergence of the movement of innovative teachers in the 1980s are characterized. The most important of them were state resolutions that proclaimed the mandatory nature of general secondary education, which, in turn, stimulated the research search of the best teachers in the country in the direction of finding new forms and methods of educational practice. The main ideas of the pedagogy of cooperation are briefly described. These include the ideas of the content of the child's personality and personal approach to him, the development of his creative and performing abilities, the ideas of a difficult goal, support in learning, quick assessment of student work, free choice of the type of task by the child. The innovative teachers attached great importance to the implementation in practice of their work of the ideas of "reincarnation of a child into a teacher", advance in the study of educational material, teaching in large blocks, as well as the ideas of the children's half of the day, the selection of the appropriate form of the lesson, introspection, creating an intellectual background of the class, collective creative education, creative productive work, creative self-management, self-respect and self-regulation, the uniqueness of each child, teacher-student dialogue, cooperation with parents and colleagues. Conclusion. The scientific and practical heritage of the founders of the pedagogy of cooperation is of considerable value for education and pedagogy, and deserves further study.

Strengthening Teacher–Student Rapport Through the Practice of Guided Dialogue Journaling

Dialogue journals are written conversations in which two partners communicate regularly. When practiced between a teacher and student, dialogue journaling has the potential to engage students in writing, and can lead to improved teacher–student rapport. In this Innovations in Practice article, we evaluate the use of structured dialogue journals between a student teacher and his English as a Second Language (ESL) students during a seven-week teaching practicum at a local secondary school in Hong Kong. The aim of this practice was for the teacher to engage with students on a personal level, thereby enhancing teacher–student rapport – an otherwise challenging goal during short-term school placements. The dialogue journals were designed to elicit students’ learning experiences, other out-of-class life experiences, and personal interests, which, when reciprocated with teachers’ comments, created a dialogic context for improving open and honest teacher–student communication in English. In this practice, a total of 11 rounds of dialogue journals were administered and completed throughout the teaching practicum period. An evaluation of the practice was based on an analysis of the dialogue journal entries, semi-structurestrud interviews with students, and the student teacher's own reflection. Implications of this practice are discussed in terms of the possibilities for ESL/English as a Foreign Language (EFL) teachers to use dialogue journals for enhancing teacher–student rapport.

The Use of Mobile Devices in University Distance Learning

Mobile devices, primarily cell phones, smartphones, and tablet PCs, have gradually been introduced into the university campus and online education over the past few decades. Does the use of mobile devices in distance learning motivate students and affect the learning process? These are important questions that were raised more than a decade ago, but they are still unanswered. This research aims to answer these vital questions. A total of 323 valid and unduplicated responses from online students at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. This study shows that the use of mobile devices positively affects the students' intrinsic and extrinsic motivation to learn, which in turn positively affects the cognitive learning process variables (student-student dialogue, student-instructor dialogue, and metacognitive self-regulated learning processes). Furthermore, the learning process variables positively affect the perceived learning outcomes.

Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL.

Training synchronization of medical students by using information and communication technologies

The article describes and summarizes the experience of using Internet information in the work of an educational institution, its role in improving the information provision of students. The peculiarities of individualization and differentiation of learning in the conditions of the application of multimedia resources and constructing a student dialogue with a computer are analyzed. The main tendencies and perspectives of use of the Internet information on classes of different cycles are highlighted.The current article reveals the potential of synchronization of medical students’ learning by using information and communication technologies both during classroom classes and in the conditions of distance and blended learning.Monitoring of ICT competence of teachers as subjects of information educational space of educational institution is promising, as it allows to more effectively influence the content, forms, methods and means of methodological training of different categories of pedagogical and medical workers, which optimizes the use of educational resources to improve education and self-realization of teachers and medical students

Deciding For or Deciding With: Student Involvement in Repertoire Selection

When music educators discuss repertoire, they often discuss what pieces to perform and when in the year to perform them. In this article, I ask, “ Who should choose the music for ensemble study, and how should it be chosen?” I share a rationale for why music educators might include students in ensemble repertoire selection and several ways they might open the repertoire so their students can contribute to the process. Based on my interest in how teacher–student dialogue can occur in this process, I draw from conversations I had with six orchestra teachers and twenty-seven of their students. The approaches presented here come from my interviews with these six teachers, from others with whom I have since collaborated, and from my own experience as an educator. Music educators may find these approaches useful for discussion, study, and implementation of more inclusive practice.