j morkel new paradigms architectural conference 2012

taking architectural learning online the use of digital technologies to facilitate the

formative studio critique (crit)

Jolanda Morkel Department of Architectural Technology Cape Peninsula University of Technology 26-27Oct‘12 KZNIA taking architectural learning online: the use of digital technologies to facilitate the formative studio critique


“Education lies at a peculiar crossroad in

society. On one hand it has the responsibility

of anticipating real-life skills by preparing us

for an increasingly complex world – but

education methodologies can only be

formalized after practices have been

defined. This dichotomy is particularly

aggravated when it comes to technology,

where fast-paced innovation and perpetual change is the only constant.”

http://www.teachthought.com/technology/6-characteristics-of-tomorrows-classroom-technology/

1 architectural education and the profession


Egyp

tian

Gre

ek

Mid

dle

Age

s

Re

nai

ssan

ce

Aca

de

mie

Ro

yale

Eco

le B

eau

x A

rts

Bau

hau

s

Oxf

ord

Co

nfe

ren

ce

apprenticeship

trade guilds

move towards

academia

19

30

19

58

17

93

18

19

move from craftsman

to philosopher

office to studio academia

20

12

curator 1

86

5

MIT


2 current trends in education

inquiry-based

mediated

experiential

discovery

conversational

problem-based

reflective

meta-cognitive

situated

formal / informal

engaging

creative

innovative

lifelong and

authentic learning

Teachthought 2012 http://www.teachthought.com/learning/9-characteristics-of-21st-century-learning/


social constructivism

lifelong learning

entrepreneurial

competency-based

2 current trends in education

student-centred

on-demand

self-paced

personalised

Scaffolded

badges

blended

multi modal

ubiquitous

mobile

byod

open content

flipped

disruptive

constructivist

connectivism

collaboration

technology

networked


Based on Anderson and Krathwohl's Taxonomy 2000 (adapted Bloom’s Taxonomy 1956

remembering Retrieving, recalling, or recognizing knowledge from memory

understanding Constructing meaning from different types of functions, written or graphic

interpreting, exemplifying, classifying, summarizing, inferring, comparing,

and explaining.

applying Using a procedure through executing, or implementing. Refers to situations

where learned material is used through products like models,

presentations, interviews or simulations.

analyzing Breaking material or concepts into parts, determining how the parts relate

or interrelate to one another e.g. spreadsheets, charts, or diagrams, or

graphic representations.

creating Synthesize parts into something new and different a new form or product;

reorganizing elements into a new pattern or structure through generating,

planning, or producing.

evaluating Making judgments based on criteria and standards through checking and

critiquing. Critiques, recommendations, and reports.

3 taxonomies of learning


Scrock 2012 http://www.schrockguide.net/bloomin-apps.html

3 taxonomies of learning

http://www.schrockguide.net/bloomin-apps.html



4 the studio and the critique


self-reflective ACTION

peer to peer INTER-ACTION

student-tutor RE-ACTION

the learning conversation


Diana Laurillard 2012

person

process

product

5 the conversational framework


6 technology-mediated learning conversation

Do you feel it [facebook] enhances the interactions with your lecturer?

STUDENTS: Yes. STUDENT G: Definitely. STUDENT C2: Yeah quick feedback that’s what I like, that’s where it comes in. STUDENT A2: It’s just like an open discussion, they are open to... STUDENT C2: It’s like they [the lecturers] stand with us. STUDENT C2: And I think this is actually like making us gain confidence in our work, because actually you know where you are heading to and what is required from you.


6 technology-mediated learning conversation

And has it [facebook] also helped in your interaction with fellow students?

STUDENT D2: Yes it has. No, yes definitely. It definitely has. STUDENT G1: “I think a large part of it (is) ... interactivity... you can upload a project or like post an idea and then people in our class could in this like electronic environment give feedback on it. “ STUDENT A2: For me it feels like we are still in a class and we are interacting, ja. STUDENT B2: It’s just a digital way. Digital classroom.

Teachthough 2012 http://www.teachthought.com/technology/6-characteristics-of-tomorrows-classroom-technology/

future merged

virtual/ physical

studio (in green)


Based on Anderson and Krathwohl's Taxonomy 2000 (adapted Bloom’s Taxonomy 1956

remembering

understanding

applying

analyzing

creating

evaluating .


asynchronous facebook

use, reinforcing a

community of practice

synchronous facebook

group critique

90 minutes

190 utterances

exploring digital graphic

communication on and offline


blurring the boundary

between the

digital and analogue

taking architectural learning online the use of digital technologies to facilitate the

formative studio critique (crit)


learning is the relationships between people

Smith, M. K. 2003. Communities of practice, the encyclopedia of informal education www.infed.org/biblio/communities_of_practice.htm. Accessed 10 July 2011

http://www.infed.org/biblio/communities_of_practice.htm. Accessed 10 July 2011


http://www.cput.ac.za/

@Jolanda_Morkel

[email protected] [email protected]

http://www.cput.ac.za/

mailto:[email protected]

mailto:[email protected]

j morkel new paradigms architectural conference 2012

Design

architectural education

27oct12 kznia

education inquiry

new pattern

new form

parts relateor

current trends

different types