open and alternative architectural education the case of OpenArchitectureNDPW/CIfA Architectural Forum Architecturally Different 9 July 2015

Jolanda Morkel Senior lecturer, Architectural Technology, Faculty of Informatics and Design, Cape Peninsula University of Technology

CPUT part-time coordinator, OpenArchitecture

Taylor-Hochberg, A. (Ed)http://archinect.com/

Michael SpeaksMonica Ponce de Leon

Henan DiazHenan Diaz

David Mohney

David Mohney

access

openness

equality

innovation

freedom

opportunity

collaboration

agency

Open education is motivated by a belief that learners desire to exercise agency in their studies. Specifically, people engaged in the learning process want: to conduct inquiries about potential topics of study; to have a hands-on educational experience instead of a strictly textbook-focused education; to take responsibility for their educational decisions.

The philosophy of an open education centers on student learning and sees the teacher become the learning assistant. Teachers are to observe, guide, and provide materials for the learners. The teachers should facilitate not dominate the learning process. Open education is optimistic in the belief that the freedom of choice and student direction will promote a better quality of learning.

The basis for the learning philosophies of open education can be traced back to the work of educational reformer John Dewey and developmental psychologist Jean Piaget.

Open education is a collective term to describe institutional practices and programmatic initiatives that broaden access to the learning and training traditionally offered through formal education systems. The qualifier "open" of open education refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning.

https://en.wikipedia.org/wiki/Open_education

The  Abedian School of Architecture at Bond University at Queensland, Australia, by architect Gavin Robotham of CRAB Studio. Winner of Health & Education Category at the INSIDE Festivalhttp://www.dezeen.com/2014/11/21/movie-abedian-school-architecture-crab-studio-gavin-robotham-video-interview/

openness achieved spatially

Blended learning

“Learning that uses multiple strategies, methods and delivery systems”.The Node Learning Technologies Network, 2003

“Learning methods that combine e-learning with other forms of flexible learning and more traditional forms of learning.”

Flexible Learning Advisory Group, 2004

Work-Integrated Learning (WIL) is a methodology of curriculum design that integrates academic learning (including theoretical, problem-based and project-based learning) at CPUT with industry-based and/or community-based experiential learning that is structured, monitored and assessed to meet the outcomes of a learning programme.

From: CPUT INSTITUTIONAL POSITION STATEMENT ON WORK INTEGRATED LEARNING - DISCUSSION DOCUMENT (1ST DRAFT)

Cognitive Apprenticeship is a theory outlining methodology for teaching complex cognitive tasks through guided learning.

on campus

off campus

face

-to-fa

ce

onlin

e

technology

tech

nolo

gy

CHALLENGE

practice-academic collaboration

In response to the shortage of Professional Architects in South Africa, the need for transformation in the

Architectural Profession and growing numbers of non-traditional students with work and family commitments,

OpenArchitecture (OA) was conceived as a South African Institute of Architects (SAIA) initiative.

Collaborating with Architectural Learning Sites (ALS) at different Higher Education Institutions (HEI) it aims to offer

universally recognised alternatives to main-stream graduate and post-graduate architecture education.

OA PROGRAMMEOpenArchitecture provides four different forms of engagement

office based mentoring

[work integrated]online learning portal

[formal online]

facebook group[Informal online]

face-to-face block release [on campus,

community]

The range of virtual spaces for learning include:

• the admin desk

• The ‘classroom’

• The studio

• The ‘cafeteria’

Announcements are made by lecturers and visible to students

Calendar entries are regularly updated to reflect all online meetings (crits), submissions and assessment dates, including portfolio reviews.

* the admin desk

* The ‘classroom’

Course work is shared by educators and organised per subject and assignment. Learning material includes: recorded lectures, short videos, written briefs, document resources and links to available online material. All staff and students have access to the course work folders.

Student work is submitted for feedback and assessment. Work is mostly created in Word or Powerpoint formats and then uploaded in pdf format. Only staff can view and access the submitted student work, not the students.

Hangout topics are created by staff and students and discussed online.

* The ‘studio’

Design Journal (asynchronous)students are required to keep a design journal for every design project. It resembles a blog and contains drawings and text, arranged in chronological order, to reflect on their individual design process and receive feedback from tutors and peers.

Online crits (synchronous)are held weekly through a webinar where staff and students discuss projects, using audio and digital on-screen sketching. Crits are recorded and uploaded to the learning portal.

* The ‘cafeteria’

Facebook discussions are informal, immediate and about sharing and building a community of practice.

The OpenArchitecture virtual learning interface has demonstrated that it is possible to successfully

enable studio-based learning in a virtual environment through the various face to face

interactions of the blended programme  

please join the conversation.

www.openarchitecture.co.za

www.cput.ac.za