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1.
Rapid technological advancement has changed the landscape of design education to be integrated with educational technology, and the worldwide COVID‐19 pandemic has further accelerated its transition to online education. Pedagogical engagement with online education is unavoidable to ensure that the transition is successful when the situation ends. Yet, many prior studies on online design education remain focused on technical and administrative uses of digital technologies. In this article, meta‐connective pedagogy is introduced to enable educators and researchers critically to engage with pedagogical concerns emerging from the connective nature of the digitally networked world. Meta‐connective pedagogy is to focus on we are always‐being‐connected and argue that authentic learning and teaching are determined by diverse forms of pre‐existing connectivity. This article consists of four parts. First, it is argued that studio‐based learning has developed a ‘resistant’ stance towards online education, which justifies the omission of understanding connective features from its discourses. Second, four up‐to‐date studies on online design education are critically reviewed in a comparative manner, as their views are split into technical and pedagogical aspects. Third, meta‐connective pedagogy is introduced to address why and how connectivity becomes an emerging pedagogical concern for online education. Fourth and last, a schematic form of meta‐connective design education is articulated, and new roles and responsibilities of educators are addressed. Overall, it is argued that the whole concept of design education is subverted towards connectivity that is inclusive of social components of traditional design studios in a more efficient way.  相似文献   

2.
As the economic pressure to teach more students with fewer (and less costly) instructors has increased in higher education, the utilisation of non‐career teachers has become more prevalent. Design education has not escaped this phenomenon; non‐career teachers, such as graduate and undergraduate students or design practitioners, have become commonplace in design education, including the design studio. The studio, however, is a unique teaching and learning environment in higher education. It poses distinct socio‐academic challenges for both students and teachers. The utilisation of non‐career teachers in studios raises a number of ethical and pedagogical questions. Teacher development is one serious concern. Here, the authors articulate the major challenges confronted by non‐career studio teachers, especially student teaching assistants, and strategies for their development.  相似文献   

3.
Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most schools to move their design studios into virtual space. This article aims to explore the potential advantages and shortcomings of VDS during the COVID‐19 quarantine from the perspective of students in a department of architecture. The study investigates three aspects of VDS namely, participating students’ evaluation of the virtual studio experience, the effectiveness of VDS in achieving the studio’s expected learning outcomes and the evaluation process for final design projects. Some 360 students from eight consecutive design studios participated in the study. The results indicate improvement in students’ ability to conduct independent research and in learning new computer‐aided design (CAD) software. Furthermore, the study finds VDS to be much more applicable for third‐ and fourth‐year students. The results also show a significant decline in background informal peer learning among students. Further studies are needed to address the implementation of a more immersive social experience in VDS.  相似文献   

4.
In light of concerns with architectural students’ emotional jeopardy during traditional desk and final‐jury critiques, the authors pursue alternative approaches intended to provide more supportive and mentoring verbal assessment in landscape architecture studios. In addition to traditional studio‐based critiques throughout a semester, we provide privately held, one‐on‐ one feedback at the semester's close that follows a mentor–trainee model of purposeful interface and a vision of where the student is going. This article reports 82 landscape architecture students’ experience of this adapted verbal feedback. The findings suggest an overwhelming positive student experience, and we conclude that these sessions help balance the emotional challenge of architectural study with nurturing support. Furthermore, the students’ positivity was not influenced by their experiences in the previous class. We therefore conclude that the adapted feedback sessions provide appropriate closure, even when (perhaps particularly when) a student has had a negative emotional experience during the class.  相似文献   

5.
The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.  相似文献   

6.
Like many other Higher Education institutions, De Montfort University in Leicester has been experimenting with the use of virtual, on‐line learning and teaching delivery and support in response to by now familiar pressures. These include growth in student numbers, widening access, reduction in unit costs, increased need for flexibility of provision and constructivist ideas about learning. This paper reports on one of these experiments in detail: the creation of a simulated, online photography studio. The move to a virtual simulated studio entailed a radical rethink of the module learning outcomes and activities. Evaluation of the virtual studio reveals that while a very high investment of time and commitment was required by staff, significant savings have been achieved in delivery and student support costs without a reduction in student performance or satisfaction levels. Additional, less tangible, benefits include increases in staff skills and a strong positive impact on academic/technical staff working relationships.  相似文献   

7.
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8.
While tertiary teaching staff are familiar with teaching strategies used in traditional course delivery, the design and delivery of courses integrating new technologies such as online materials poses new challenges for many. Hence, although technology may be used, its use is often at a superficial level, failing to have significant impact on teaching practice. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of the learning environment, this paper explores the experiences of several lecturers within Griffith University as they engage in the design and development of online materials as part of the university's flexible learning initiative. Insights into the experiences and perceptions of teaching staff developing online materials are used to highlight issues that can then be used to inform appropriate professional development support for tertiary staff. This in turn will enable the integration of technology into the learning environment to act as a catalyst for positive changes to teaching practice.  相似文献   

9.
Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process.  相似文献   

10.
Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework.  相似文献   

11.
In architectural design education, the most significant part in the curriculum is the design studio, where students learn how to design. Critique has a crucial role in the design studio, and in determining the best and most beneficial critique type for the architectural design education process. Student attitudes toward critiques and student satisfaction level with each critique technique are also significant. To that end, this article explores design studio learning by reviewing the design learning process and types of design critiques. Focusing on three critique techniques used in design education (desk critiques, pin‐up critiques and group critiques), the article analyses correlations between student attitudes toward each technique and its contribution to the design process. Research was conducted with 84 third‐year interior architecture students from the 2014–15 Fall semester at a university. No statistically significant differences were found between group and pin‐up critiques in terms of students’ preferences and their final performance scores; however, there was a statistically significant relationship between student preferences toward desk critiques and student success. Furthermore, the contribution of a critique technique to the design process was found to be highly correlated with student preference for this technique.  相似文献   

12.
It is important to engender a 'sustainable’ architectural consciousness in the students who will be the next generation architects. In architectural education, design decisions taken during the early phases of the design process play an important role in ensuring concern for the sustainability issue. But, in general, all discussions about the site that have been held since the beginning of the semester get forgotten, and at the end of the design process students usually create projects that ignore the site criteria. In this article, a specific teaching methodology which supports the sustainability issue in the design studio is presented as a teaching/learning experience. The article is an overview of the design studio process illustrated by a case study on academic staff campus housing in Konya and ?zmir, Turkey. To solve the same problem with the same brief in different regions requires developing sensitivity to climate issues. The resulting product is good evidence that teaching about sustainability in the design studio is effective.  相似文献   

13.
依据＂导师制下项目驱动教学模式＂开辟化学专业大学生工作室,融入学习共同体理念,强化技术在学习中的作用,在大学生的高阶思维与创新能力提高方面体现了积极作用.  相似文献   

14.
研究旨在从师生双方的认知角度探究优秀英语网络学历教育辅导教师的专业能力构成。问卷调查、访谈和统计分析发现,师生的认知具有广泛的一致性,但对部分能力构成的侧重有所差异;学生的年龄和学习阶段也影响其对教师专业能力的倾向。研究并为提升英语网络教学效果及促进英语网络辅导教师队伍的专业化发展提出建议。  相似文献   

15.
This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between the codified curriculum plan and its actual enactment, and a misalignment of interpretations of the object by different participants in the activity. We name this ‘pedagogical distance’. We argue that a teaching presence is important to guide both student and tutor interpretations of the learning task, and offer suggestions for decreasing pedagogical distance.  相似文献   

16.
Design educators have long used studio-based learning environments to create communities of learners to support authentic learning in design. Online social media platforms have enabled the creation of distributed studio networks (DSNs) that link studio-based learning environments into expanded communities of practice and potential networked improvement communities. As learning scientists, we do not adequately understand how to infrastructure learning and resource sharing across distributed studios. In this ethnography of the infrastructure of Design for America, a DSN, we analyzed data from interviews, online communication, and field observations as the organization grew its network of university design studios. We found that Design for America managers faced challenges of providing support and resources to address wide variation in needs across studios. Lacking an existing comprehensive network collaboration platform, managers created a proto-infrastructure to distribute support across studios. By studying their iterative adoption of communication and collaboration tools and organizational routines, we define a unique set of design principles to infrastructure DSNs: (a) surfacing local progress and problems, (b) affective crowding, (c) solution mapping, and (d) help routing. Assembling constellations of tools and designing platforms based on these principles could support learning in and the improvement of DSNs across domains.  相似文献   

17.
The design studio is the heart of architectural education. It is where future architects are moulded and the main forum for creative exploration, interaction and assimilation. This article argues for a ‘studio‐based learning’ approach in terms of the impact of design tools, especially sketching and concrete modelling, on the creativity or problem‐solving capabilities of a student. The implementation of a ‘vertical design studio’ model at Gazi University Department of Architecture is reported with examples of students’ works.  相似文献   

18.
Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional–autonomous–global (TAG), student‐centred (SC) and traditional‐local (TL). Follow‐up in‐depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture.  相似文献   

19.
It is a fact that architectural design education has become the focus of an extremely complicated set of issues and conscientious debates. Therefore, to extend and challenge educational understanding in architecture it becomes crucial to exchange pedagogical practices. In this article, a specific theoretical approach and teaching methodology, which supports the necessity of contextual study in the architectural design studio, is presented. The article presents an overview of the design studio process by illustrating the case study “Library and Public Communication and Information Center Design in the Manufacturing Zone of Central Eskis,ehir” in Turkey.  相似文献   

20.
The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic
  • University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
  • The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
  • Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
What this paper adds
  • Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
  • Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
  • Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
Implications for practice and/or policy
  • We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
  • We offer insights into student experience concerning online learning environments during an abrupt transition.
  • We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
  相似文献   

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