Developing a Collaborative Multidisciplinary Online Design Course

Bender, Diane

doi:10.9743/jeo.2005.2.5

Cited by 19 publications

(15 citation statements)

References 6 publications

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“…In architectural curricula the incorporation of online tools of learning has been scarce so far (Bender, 2005). In most cases, the online presence of an architectural course simply reflects its in-class development (flipped classroom mode).…”

Section: Key-wordsmentioning

confidence: 99%

Architectural education online and in-class synergies: reshaping the course and the learner

Ioannou

2015

IU-CG

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Architectural courses have been traditionally planned in the context of a physical classroom where the direct rapport of the students with the instructor is an unswerving condition for learning. This model was formed, however, at a time when learning was not impacted by technology. Although digital media have infiltrated architectural practice, they still elude architectural design education. The author argues that the integration of online educational practices in architectural curricula can benefit design education immensely by raising interaction and making students assume responsibility for their learning. To demonstrate the gains of online and in-class synergy in architectural education a blended course was set up at the postgraduate program of the National Technical University of Athens, School of Architecture. Current trends of online learning were carefully examined in regard to their compatibility with the architectural design culture of “learning by doing”. The course was eventually founded on the core principles of the connectivist model where learning consists of the ability to construct and traverse networks of connections (Downes, 2012). This approach was chosen because of its affinity to the design praxis where similarly students are required to make critical connections in order to map spatial phenomena and reconstruct the real. Course content was redesigned to comply with its new medium. Students were offered multiple channels of communication. They were also asked to contribute to the content material. Course data analysis demonstrated an unprecedented level of participation, exchange and student satisfaction as expressed in the surveys that followed the course’s completion.

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Section: Key-wordsmentioning

confidence: 99%

Architectural education online and in-class synergies: reshaping the course and the learner

Ioannou

2015

IU-CG

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“…In the condition of processfocus, Bender [5] remarks that less emphasis is placed on the final evaluation of the outcome of design concept as students are taken through critical design processes that leads to knowledge base, not only on ideological considerations [41], but also through exploring imagination, documenting ideas and seeing how they are properly built [42]. The process-focus also forms the basic ideation process in the evolution of creative design and must be the focus of any design pedagogy.…”

Section: Activity Within Ideation Process With Rules and The Objectmentioning

confidence: 99%

“…Bender [5] identified four conditions for effective studio work in the design process as it relates to design education. These conditions are also corraborated by SchonThe Traditional Studio Today -and Kvan -Kvan's Theories on Effective Online Studios - [15].…”

Section: Activity Within Ideation Process With Rules and The Objectmentioning

confidence: 99%

“…Bender [5] postulates that, as technology becomes more transparent in the learning process and offerings of online courses continue to rise, knowing how technology affects teaching and learning is imperative for educators. With activity theory, the integration of ICT in the design process (including the process of ideation) can be viewed in the broader context of "effective link between, purpose, people, and pedagogy" [34], serving as rules and community in the second generation of activity theory.…”

Section: Figure 3: the Ideation Process In The Three Modelsmentioning

confidence: 99%

“…Blended learning, which involves both traditional face-to-face instructions, asynchronous and/or synchronous communication via the Internet, had been introduced and being accepted as alternative learning approaches [3] [4]. New courses are being designed in response to growing possibilities of Information and Communication Technology (ICT) in design education [5] [6]. Collaborations in design projects are springing up due to the establishment of virtual design studios (VDSs).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring Information and Communication Theory in Graphic Design Education with Activity Theory

Appiah¹,

Edward²,

Johannes³

2013

IJCA

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In the context of a university in a developing country, large class size and inadequate studio space have become the bane of graphic design educators. Students go through the process of ideation with limited lecturer-student interaction. The problem has been compounded by the introduction of information and communication technology (ICT), which should be used as an advantage rather than a menace, since educators are not clear with the right pedagogy for ideation. This paper discusses the application of activity theory as a lens, in analysing the process of ideation as a way of looking at distortions in the current pedagogy. It concludes with the conviction that ICT has radically changed students learning practice. Educators need to find a way of tackling this, especially when large classes seem to be emerging.

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