Seventeenth International Conference on Design Principles & Practices

Abstract

Urban design studios can provide a range of possibilities for learning how places and public spaces work and exploring how they can be shaped with a focus on the role of urban design. Drawing on a case study of postgraduate blended urban design studios in the UK, this paper engages with studio pedagogy in the context of urban design education. The process of designing and delivering the design studios is discussed in relation to the findings of an online survey to explore the related teaching and learning experiences. The paper discusses the significance of exploring real places and public spaces in the context of urban design studios and critically reflects on a range of key points concerning reading materials, reading discussions, precedent review, formative feedback, policy review, field site visit, community engagement, group size, design studio topic, peer learning, student engagement, and communication skills in relation to the content, structure, and schedule of the design studios. The outcomes of this study can inform the development of a pedagogical framework for designing and delivering blended design studios in the context of urban design education with a focus on learning and teaching experiences.