Abstract
The paper examines current practice of blended education in design studies. It casts light on the possibilities that emerge from the use of synchronous and asynchronous teaching methodologies as well as the limitations that arise from the lack of tacit and experiential learning. This research departs from learning theories and from the specificities of design disciplines, where students learn through the development of a design project. Activities in the design studio involve team projects, physical model making, sketching, pin-up sessions, collaboration and discussions, therefore the transition from studio teaching to digital platforms brought a series of challenges. The paper addresses the problems that occur when design is taught outside the studio space, without the physical presence of students and the actual contact with physical materials and prototypes. The Covid crisis has found design educators considerably unprepared for the radical changes that occurred due to the pandemic. Nevertheless, this led to a globalized culture of solidarity and collaboration across countries, it gave rise to new synergies and the development of novel teaching methodologies that eliminate distance barriers. We witnessed an unprecedented sharing of information and good practices across the community of university professors who offered open access lectures and teaching material. At the same time new opportunities emerged from the online teaching platforms and blended learning methodologies. The lack of interaction with physical prototypes, led to the acceleration of the development of media such as virtual or augmented reality as teaching tools, providing an immersive environment for design experimentation and prototyping.
Presenters
Ioanna SymeonidouAssistant Professor, Department of Architecture, University of Thessaly, Greece
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design education, Blended learning, Architecture education, Online teaching
