Design studio terrains: Mapping the learning landscapes of Australian architectural education
Osborne, Lindy (2015) Design studio terrains: Mapping the learning landscapes of Australian architectural education. In TERRAINS: Mapping Learning Environment Evaluation Across the Design and Education Landscape. The 2nd Annual International Learning Environments Research Higher Degree Symposium, 5 June 2015, Melbourne, Vic. (Unpublished)
It has been nearly 25 years since the problems associated with passive learning in large undergraduate classes were first established by McDermott (1991). STEM education, for example North Carolina State University’s SCALE-UP project, has subsequently been influenced by some unique aspects of design studio education. While there are now many institutions applying SCALE-UP or similar approaches to enable lively interaction, enhanced learning, increased student engagement, and to teach many different content areas to classes of all sizes, nearly all of these have remained in the STEM fields (Beichner, 2008). Architectural education, although originally at the forefront of this field, has arguably been left behind. Architectural practice is undergoing significant change, globally. Access to new technology and the development of specialised architectural documentation software has scaffolded new building procurement methods and allowed consultant teams to work more collaboratively, efficiently and even across different time zones. Up until recently, the spatial arrangements, pedagogical approaches, and project work outcomes in the architectural design studio, have not been dissimilar to its inception. It is not possible to keep operating architectural design studios the same way that they have for the past two hundred years, with this new injection of high-end technology and personal mobile Wi-Fi enabled devices. Employing a grounded theory methodology, this study reviews the current provision of architectural design learning terrains across a range of tertiary institutions, in Australia. Some suggestions are provided for how these spaces could be modified to address the changing nature of the profession, and implications for how these changes may impact the design of future SCALE-UP type spaces outside of the discipline of architecture, are also explored.
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|Item Type:||Conference Item (Presentation)|
|Keywords:||Learning Landscapes, Architectural Education, Learning Environments, Design Studio, Pedagogoy|
|Subjects:||Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > ARCHITECTURE (120100)
Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > ARCHITECTURE (120100) > Architectural Design (120101)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
|Divisions:||Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
|Copyright Owner:||Copyright 2015 The Author|
|Deposited On:||09 Dec 2015 01:16|
|Last Modified:||10 Dec 2015 00:04|
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