Abstract
The year 2023 was post-COVID-19, but it was when educators were having to consider the impact of Artificial Intelligence (AI) within the tertiary education system. Set in New Zealand (NZ), and within an Architectural Technology course of first year Interior Designers that contained a cohort of Chinese, French, Indonesian, Iranian, Italian, Korean, Māori, New Zealand European (Pakeha), and Tongan students. This paper sets out a new assignment which abandoned the previous essay writing task. Learning methods within the burgeoning current AI world revolution should continue to encourage individual authorship, offering fair formative and summative outcomes based on real-world learning. This paper sets out a new assignment related to the construction of a scale model of a partial Bathroom Interior, complete with scale-modelled timber framing. Each student was allowed to design (and construct) their bathroom interior, whilst the framed-up back face of the 3D model was the assessed component. Light-timber framing is the NZ standard construction type. This hands-on method seemed to transform the assignment for all participants from a chore to an enjoyment. During the period of model making, each student could, (if they chose to), bring in their partially completed model for verbal feedback before the final hand-in. For the tutor, these models provided rich material for each student’s formative and summative assessments. This paper unpacks this hands-on learning method, referencing known pedagogy texts to ground this as a valid way of providing an experiential way of real-world learning for Interior Design students of diverse backgrounds.
Presenters
Julian James RennieTutor and Practicing Architect, Architecture/Interior Design/Landscape Architecture, Unitec Institute of Technology, Auckland, New Zealand
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Experiential learning, Handcrafting, Inclusive learning for different cultures, On-the-fly feedback, Real-world
