This is something I bumped into today and I am really, really impressed. This woman has indeed re-conceptualized design education in such a simple and subtle way that makes me wonder, why didn’t anyone think of this before. Genius, bravo!
Stacie Woolsey approached four practising designers she admired: Thomas Thwaites, Alexandra Daisy Ginsberg, Seetal Solanki and a contact at Room Y, the innovation arm of UK department store John Lewis. She asked each of them to set her design briefs to complete in her own time – an idea she describes as “freelance learning” – and completed all four briefs over 18 months of self-directed study (…) Woolsey didn’t feel that she could burden the designers with every question, so she started approaching industry professionals with different skills and asked them to be mentors, for project-specific help. She built her own network of peers – one of the benefits of attending an established institution – by approaching people her age across a variety of fields and asking them to follow her progress and be her first port of call. She hosted meetings as a way to set deadlines and present her projects (…) Rather than try to get her course of study accredited, which “felt a bit irrelevant” and would be “almost cheating on the idea a little bit”, Woolsey searched for a means to “validate it in a different way”. Instead, each of the designers who set briefs are writing a statement to say how well they think she answered it – more like a reference than a grade.
This thesis draws from current learning theories and pedagogical approaches to determine whether architectural education can benefit from online learning practices. The author examines the latest developments in the understanding of knowledge creation and how adopting new learning tools and practices impacts the learners, with particular focus in architectural studies.
How has the learning process evolved and what are the tools available for the production of knowledge? What is the profile of today’s learners? Has the role of teachers been affected? What happens when technology allows individuals to establish an online presence and seek the resources and information they need on their own and/or interact with other individuals? Could this development produce alternative educational models for architectural studies? And if so, what might these be? And what would be the consequences for those involved in the process?
Theoretical research covers three main areas; the first uncovers the complex landscape of the predominant learning theories -and to a certain degree-, the latest key shifts in the epistemology of knowledge. The second examines contemporary pedagogical approaches and monitors the changes in the perception of what constitutes a curriculum. The third area investigates traditional architectural education formats and how these have evolved over the years with the use of ICT technology. Finally, considering that the applied research involved mainly design studio courses, the theoretical research also monitors the changing nature of the relation between design and research.
Applied research was originally tested on a postgraduate urban research course. In the following years, however, it expanded to five urban design studios implemented both at postgraduate and undergraduate programs. Six different case studies are presented in total. The thesis describes the design of two basic course models based on blended and networked learning principles and their two subsequent variations introduced in the following years with the addition of new learning environments and networking tools.
A large part of the applied research examines the data retrieved from learning analytics and the systematic monitoring of the courses that describe the quantity and quality of learner attendance; the different taxonomies of interactivity between those involved in the learning process; the changes in the curriculum; the formal and informal activities that were developed; the multiple learning spaces the models accommodated and also the process of making meaning in this new setting.
The last section of the thesis presents the overall benefits of blended and networked learning in architectural education and how thinking in terms of open pedagogy can facilitate the design of design courses, culminating in the description of a new type of design course, hereby called Cooperative Studio.
This Thursday Prof. Nelly Marda (my phd supervisor; collaborator and dear friend) will be presenting our paper entitled: “The networked studio: first cooperation, then design” at the aae2019 conference on learning through practice. The conference will be held at the University of Westminster in London on 24-26 April, 2019.
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