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.
I am delighted that my paper entitled “Re conceptualizing the role of tutors in research-based pedagogy: the tutor(s) as the curriculum” has been accepted for presentation.
This is a twofold graph I made up while working on my thesis to make sense of what I was reading and to handle receiving information as a consistent whole. On a first level, the graph represents the three main fields of my research: a. learning theories and the epistemology of knowledge (blue), b. contemporary pedagogy (green) and c. architectural education and design methodology (magenta). Each one of these fields manifests through a different set of entities, while the lines connecting them represent my interpretation on how i think they interrelate.
However, the graph also represents the most relevant entities to my applied research and the educational models I devised and experimented with in for the past five years. The thicker the lines, the more influential these entities have been to the models I made.
I meant this to be an open tool for use and reflection so, anyone interested can play with it and -why not?- change it. I made this graph on caccoo and I think that you can use it for free for up to 5 graphs. When you click on a term, you can also access to a short ppt file that describes it. So far these files have been elaborated in Greek, but in time I will translate and upload their English versions.
This was perhaps one of the most interesting conferences I have ever attended. I followed the track of education since day 01 and I was amazed by the high levels of participation and engagement until the end. I met a lot of interesting people and I am very pleased to have worked with them, shared my thoughts with them and discussed with them on the future of urban planning education.
I was very excited to have been able to gain some relevance compared to what we have been doing, especially on transdisciplinary learning. The Round table on Friday was a great experience for me. I think that all of us present agreed on being advocates of collaborative practices, social inclusion and cultural empathy as basic prerequisites for co-creation in urban planning and planning education.
The WeMakeThe.City Festival will be hosted in Pakhuis de Zwijger between 20-24 June.
I am delighted to be part of Architecture of Connection: Design Solutions for Urban Loneliness on Thursday 21st of June in Amsterdam with Α10 collaborators Anna Yudina, Omer Kanipak and Joakim Skajaa along with Stefanie Heublein and Peter van Asche.
I am very pleased to see our article ‘Pedagogical approaches to embodied topography: a workshop that unravels the hidden and imaginary landscapes of Elaionas,‘ get published in ZARCH Journal and I am also very happy to share this with you. It is based on a collaborative project that began in 2015 with Prof. Nelly Marda and Christos Kakalis from the University of Newcastle along with the students of our postgraduate course in NTUA.
The article highlights the importance of mapping in urban design and uses the concept of embodied topography to describe how activating the human body through a series of sensory motor tasks can help individuals immerse themselves in the landscape to acquire a better understanding of the urban phenomena. This process is presented here as a tool of mapping and managing the complexity of the urban landscape as it enables the individuals to recover the more hidden or even imaginary aspects of the city and their own relation to it.
As this is an ongoing research I hope that there will be plenty of opportunities to discuss what we are doing with more people involved in this kind of research in urban design. So, feel free to comment and write back your own experiences on the matter.
ZARCH: Journal of Interdisciplinary Studies in Architecture and Urbanism, Num. 8, image available here
The paper contributes to the understanding of social learning in architectural education through the examination of online collaborative practices and the connectivist paradigm in particular. Urban research conducted by NTUA educators and PhD students was used to create the body of content for a postgraduate course that ran for two consecutive years. The course format was hybrid; beside the traditional in-class meetings, an online platform was used to share content and exchange information between teachers and students. Students also were requested to establish their personal blogs. Their interactivity was monitored and evaluated in regard to their submitted projects and their overall performance. The way individual learners appropriated the information and the way they collaborated in a learning community with shared goals opens up to another form of knowledge creation and sharing between individuals.
Keywords: learning community; interactivity; analytics; data contextualization; connectivity; learning patterns.
Abstract— the architectural design studio, the prevailing form of design education, has resisted opening up to online educational tools and practices. Yet its affinities to the newest theories of learning such as connectivism are many. This paper describes an experimental configuration of multiple learning environments in diverse mediums for an undergraduate design studio at the School of Architecture of the National Technical University of Athens. The aim of the studio’s layout transformation has been to explore its physical boundaries and to create a collaborative milieu between peers that facilitated communication and thus, the exchange of information and knowledge.
Keywords—design studio; design research; collaborative design; online education; complexity theory; connectivism
This is my paper from Athens EDUCON2017. It presents the reader with an understanding of the affinities between the traditional design studio education and connectivism. It also offers insight on the synergy of in-class and online sessions through the presentation of a hybrid urban design studio undergraduate course that ran in NTUA during 2016-2017 winter semester.
Full paper available here
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.