Student resistance to curriculum changes

Image available here

Sometimes, when we talk about learner independence, active learning or agency, we forget that this is not always for granted. Student consensus can not be considered a given. Trying out new things in a course (changing formats, layouts or mediums) produces changes that can be met with resistance and suspicion and it usually takes time until the cohort is convinced that what you are doing is actually working for them.

Student-Centered Learning and Student Buy-In article in Inside Higher Ed shows the results of curriculum change in a Biology course over a period of four years in relation to student satisfaction and acceptance. Pre- and post- course surveys show that student resistance decreased over the years and while grades did not change, the students’ perception of their gains has.

I remember that when we first introduced networked practices in an undergraduate design studio, students were terrified of the idea that their preliminary research and drawings would be published online for everyone to see. When talking about this, some expressed the fear that their ideas would loose their originality or that by the end of the semester everyone would converge to a single design idea/concept. Of course, none of this happened: in fact, it was quite revealing to see how diverse the research approaches and their respective representations actually were from a very early stage in the design process.

But there is also another interesting aspect in this article: the very fact that there was no single teacher but 13 of them. Now, I think this severely enhances the idea of a learning community. It’s not just about changing the format, it is about how you do it. By opening up the curriculum to more researchers and more teachers and by presenting the students with a course that is founded on a collaborative effort you ultimately denounce the idea of the expert and what comes along with that. And it is not by chance that grades have nothing to do with this. The very act of learning and being part of a learning community luckily can never fall into the hands of assessment.

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Makkox Image retrieved here

I bumped into this story just today. A fourteen year old boy from Mali drowned somewhere outside the Italian coast last April. His body and face were deformed. The coroner that examined his body found a piece of paper with his school grades sewn inside his jacket. Makkox, the Italian comic designer drew this picture to honor him. The boy is shown at the bottom of the sea where all kinds of fish praise his achievements.

Life can be very devastating at times.

Circular cities

Image retrieved here

Article discusses the efforts of Prof. Williams in UCL in promoting the ideas and practices of the Circular City by establishing UCL’s Circular Cities Hub in 2016.
A book is to be expected in 2020 entitled “Circular Cities: A Revolution in Urban Sustainability” by Williams that will be published by Routledge.

Part of this has involved viewing cities holistically. This means not just looking at resources, but seeing urban areas as organisms that constantly adapt to changes, such as migration and increasing diversity, as well as considering different trajectories of development, from shrinking, post-industrial cities such as Detroit, to places like London, where corporate and foreign investment is squeezing out lower-value, circular activities.

Architecture Landscape Archaeology (ALA) New Erasmus Joint Master Programme

New Erasmus Joint Master Programme!

ALA is a postgraduate international and interdisciplinary 2-yrs (120ECT) Erasmus Joint Master Programme in Architecture, Landscape and Archaeology, developed by a consortium of 4 institutions (University of Rome Sapienza, University of Coimbra, National Technical University of Athens, University of Naples Federico II) and associated partners (other universities, governmental and international agencies, museums and archaeological sites, architectural professional offices).

Submit the on-line application before February 20th of the previous academic year. For more information on how to apply please visit ALA

Revolutionary Learning

The influence of a non-dialectical reading of Marx under conditions of patriarchy and racism continues to produce substantial errors in scholarship, including: the inability to understand class and labour power as relations and processes; a causal and deterministic articulation of consciousness and praxis as external relations; culturalist and identity-based approaches to ‘difference’ that cannot illuminate inter-constitutive social relations; confusion over the relationality between colonialism, fundamentalisms, imperialism and neoliberalism within capitalism; and the continued marginalization of feminist, anti-racist and anti-colonial scholarship within the academy (…) we also contend that critical education theory cannot commit itself to, nor move forward with, a revolutionary project without profound attention to the social relations of difference – that is, gender, race, ability, sexuality – and the exploration of these as inter-constitutive relations both with and within capitalism and its expansion through colonialism and imperialism

Revolutionary Learning: Introduction: Revolutionary Feminist Praxis, epub edition

I just started reading it and I am already loving it. Thought I’d share this with you.

Islais Project by One Architecture

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(One Architecture in collaboration with BIG Group and Sherwood)

Islais Creek is an historic watershed in Southeast San Francisco. This is an historically industrial area once home to a verdant, marshy watershed since channelized and home to heavy industry and logistics which support the entire city of San Francisco.

https://e.issuu.com/anonymous-embed.html?u=one_architecture&d=180926_bluebook_one_raster_pages-lo

By densifying existing industrial and logistical activities, softening shorelines and daylighting a section of the creek currently decked over, the BIG + ONE + Sherwood team sought to reorient the city’s relationship to its historic waterfronts as a vital element in its recreational and industrial economy.

The six pilots arrived at by the design team respond to these concerns and more, proposing the creation of accessible open space with integrated green-blue infrastructure, a food district, vastly improved transportation systems, waterfront access, waste processing, stacked and decked residential and commercial space, and other phaseable short-term solutions to climate and urban risks.

 

The Hackable City

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Excerpts from the Hackable City Blog

The Hackable City (normative definition): 
In a hackable city, new media technologies are employed to open up urban institutions and infrastructures to systemic change in the public interest. It combines top-down smart-city technologies with bottom-up ‘smart citizen’ initiatives. 
In a hackable city, the urban (data) infrastructure functions as a platform that can be appropriated and incrementally improved upon by various stakeholders.

The Hackable City (research project):
 The goal of this research project is to explore the opportunities as well as challenges of the rise of new media technologies for an open, democratic process of collaborative citymaking. How can citizens, design professionals, local government institutions and others employ digital media platforms in collaborative processes of urban planning, management and social organization, to contribute to a liveable and resilient city, with a strong social fabric?

Hackable citymaking revolves around the organization of individuals into collectives or publics, often through or with the aid of a digital media platform.